Ga 8

UNIT 1: MY FRIENDS
I. Aim
Helping students:
- to introduce people
- to respond to introductions
- to describe people
- to write about themselves and about other people
II. Language focus
1. Present Simple to talk about general truths.
2. (Not) Adjectives + enough + to infinitive
3. Attributive and predicative adjectives.
III. Vocabulary
Verbs Adjectives Nouns
(to) annoy blond slim a character
(to) rise curly sociable a joke
(to) seem fair straight an
orphanage
generous
reserved
IV. Unit Allocation
Listen and read 1- Reading for details a conversation and
Lesson 1 2 revision of simple present and simple
Language focus 1 past tense.
Read 1-2 Reading a text for details about Ba’s
Lesson 2
Getting started friends.
Speak 1-2 Listening for details to complete the
Lesson 3 Listen a-b-c-d dialogue and practice in describing
someone.
Write 1-2 Writing about oneself and about other
Lesson 4
Language Focus 3 people
Language focus 2- Further practice in Simple Present and
Lesson 5
4 Not Adj + enough + to-infinitive
UNIT 1: MY FRIENDS
Lesson 1: Section: - Listen and read (page 10,11)
Period 2 - Language focus 1 (page 16)
Aim:
Reading the dialogue and revision of simple present and simple
past tenses.
Objective:
By the end of the lesson, students will be able to know more about
Hoa – Lan – Nien and to review simple present and simple past tense.
Teaching aids:
Text book, cards
PROCEDURE
Stage Steps/Activities Work
arrangemen
t
Warm * Pelmanism: Group work
up - Prepare twelve cards with numbers on one
side and the verbs on the other.
- Make sure the verbs are mixed up. Stick
the cards on the board so students can only
see the numbers.
- Divide students into two teams and ask
them to choose two numbers.
- Turn the cards over and see if they match .
Eg: teach - taught, give them one mark. If
not, turn the cards over again and ask the
Pre- next team.
reading - Continue until all the cards are finished.
meet com live think send thou
e gh
receiv met lived receiv cam Sent
e ed e
I. Pre-teach vocabulary
- to seem (translation)
- a next door neighbor (explanation: a Whole class
person who lives next to your house)
- to look like: (translation)
* Checking vocabulary: Rub out and
remember
- Rub out the new words one a time.
- Each time you rub out an English word,
point to the Vietnamese translation and ask
“what's this in English?"
- When all the English words are rubbed out Pair work
go, through the Vietnamese list and get
students to call the English words.
- If there's time, get students to come to the
board and write the English words again.
II. Pre- questions
- Give students some questions and ask
them to work in pairs to answer them.
a. Is Nien Lan's friend or Hoa's friend?
b. How old is Nien?
While c. Where does Nien live? T-Whole class
reading d. Is she a beautiful girl? Pair work
- Give feedback
- Ask students to read the dialogue between
Hoa, Lan and Nien on page l0 and check if
their answers are correct or not.
* Answers: Pair work
a. She is Hoa's friend
b. She 's twelve years old.
c She lives in Hue.
d. Yes, she is.
I. Comprehension questions
- Ask students to read the dialogue again
and answer the questions in exercise 2 on
page 11 (work in pairs)
a. Where does Nien live?
b. Does Lan know Nien?
c. Which sentence tells you that Hoa is older
than Nien?
d. When is Nien going to visit Hoa?
* Answers:
a. Nien lives in Hue.
b. No, she doesn't.
c. The sentence is “She wasn't old enough to
be in my class”.
d. At Christmas Open pairs
- Call on some students to ask and answer
the questions. Closed pairs
- Correct their mistakes or pronunciation.
- Ask them to work in closed pairs.
II. Gap-filling In dividual
- Ask students to use the simple present and Work
simple past tense to complete paragraph 1
(a) on page 16.
- Provide some verbs so that students can
use them to fill in the gaps.
- live (2) – send - be(2) - come
“ Hoa (1) in Hue last year, but now she (2) in
Hanoi. Yesterday, Hoa's friend Nien (3) Hoa a
letter. Nien (4) Hoa's neighbor when Hoa
lived in Hue. She (5) younger than Hoa. She
(6) to Hanoi in December.
(1) lived (2) lives (3) sesen Whole class
(4) was (5) is (6) comes
Post - Ask students to work individually and then
reading compare their answers with their partners. Individual
- Give feedback. work
* Writing:
- Ask students to write a paragraph about
Hoa and Lan.
- Give students some cues and ask them to
use the simple present or simple past tense
to write individually.
Homewo * Cues:
rk a. Lan / Hoa's best friend
b. The same class / Quang Trung School.
c. Last year / Hoa / to school first time.
d. Lan / show / around / introduce / to new
friends . Pair work
- Let students discuss with their partners. T-whole class
- Choose some answers and correct them in
front of the class.
- Ask students to do exercise 1(a); 1(b) on
their notebooks .
UNIT 1: MY FRIENDS
Lesson 2: Section: - Speak (page 11)
Period 3 - Listen (page 12,13)
Aim:
Listening for details to complete the dialogue and speak to
describe someone.
Objective:
By the end of the lesson, students will be able to describe somoen
and complete the dialogue by listening.
Teaching aids:
Text book, pictures
PROCEDURE
arrangem
ent
Warm up * Brainstorming: Whole
- Ask students to think of the adjectives used class
to describe body build and hair.
thin curly
body hair
* Possible
buildanswers:
- fat - straight
- slim - long
- tall - short
- short black/dark
- overweight - color blond/fair
brown
grey
- overweight
Presentat - slender
ion - Show students a picture of Mary and ask T-Whole
them to describe her hair, her body build. class
Ex: She has long blond bair.
She is short and thin.
Form:
S + have / has + adjectives + hair
S + be + adjectives
Practice I. Word cue drill
- Prepare 6 cards so that students can drill
easily. Whole
a. he / tall / thin He is tall and thin class
b. She/short / slim She is short and slim.
c. He/ short / fat He is short and fat.
d. long / black She has long black hair.
e. curly / blond She has curly blond hair.
f. straight/ brown She has straight brown hair.
II. Practice Speaking
- Show the posters of six people / or ask
students to look at six people on page 11-12.
- Call on a student to describe one person, the Whole
others have to guess who he/she is. class
Example: S1: This person is short and thin.
She has long blond hair.
S2: Is this Mary?
Yes
- Go on until six people on the poster are
described.
- If there’s time, ask students to describe a
Pre- famous person or one of their classmates and
listening their friends have to guess. Individual
- Ask students to do exercise "Listen a, b, c, work
d." on page 12-13.
- Give students some expressions and make
sure they know their meanings.
- Get students to guess and to complete four
While dialogues on page 12-13, using the given
listening expressions. Pair work
- Give feedback.
- Let students listen to the tape twice. .
- Get students to work in pairs to complete
the dialogues and compare with their
prediction.
* Tape transcript:
a.
Hoa: Hello, Nam.
Nam: Morning, Hoa.
Hoa: Nam, I’d like you to meet my cousin,
Thu.
Nam: Nice to meet you, Thu.
Thu: Nice to meet you too, Nam.
b.
Khai: Miss Lien, I’d like you to meet my
mother.
Miss Lien: It's a pleasure to meet you, Mrs.
Mrs. Vi: The pleasure is all mine, Miss Lien.
Miss Lien: Oh, there is the principal.
Please excuse me, Mrs. Vi, but I
must talk to him.
Mrs. Vi: Certainly.
c.
Ba: Bao, come and meet my grandmother.
Bao: Hello, ma'am.
Grandmother: Hello young man.
Ba: Bao is my classmate, grandmother.
Grandmother: What was that?
Ba: Classmate! Bao is my classmate.
Grandmother: I see.
d.
Mr. Lam: Isn't that Lan's father, my dear?
Mrs. Linh: I'm not sure. Go and ask him.
Mr. Lam: Excuse me. Are you Mr. Thanh?
Mr. Thanh: Yes, I am.
Mr. Lam: I'm Lam, Nga's father.
Mr. Thanh: How do you do?
Post- - Ask students to practice speaking the
listening dialogues. Open pairs
- Call on some students to play the roles of
Nam - Hoa Thu; Khai - Mrs. Lien - Mrs. Vi; Ba-
Bao Grandmother; Mr. Lam - Mrs. Linh - Mr.
Thanh and practice the dialogues. Closed
- Correct their pronunciation. pairs
- Let students work in pairs to practice the
dialogues. (closed pairs).
UNIT 1: MY FRIENDS
Lesson 3: Section: - Getting started (page 10)
Period 4 - Read (page 13,14)
Aim:
Reading for specific information
Objective:
Ba’s friend.
Teaching aids:
PROCEDURE
arrangement
Warm Chatting:
up - Ask students to look at four pictures on T-whole class
page 10 and talk about the activities they
want to do after school or in their free time.
- Give them some questions.
 What are these students doing?
(play soccer / play chess / read books / play
volley ball)
 What time of the day do you think it is? (in
the morning / evening, after school)
 Do you like soccer / reading books ...?
 Whom do you like playing with?
Pre- I. Pre-teach vocabulary:
reading - a character: (translation)
- an orphanage: (explanation: a place where
children without parents live)
- reserved (adj)
- sociable: (adj) (Translation)
- (to) tell jokes: (explanation: tell a story
which makes people laugh)
- sense of humor (translation)
* Checking vocabulary: what and where
- Write the word on the board, put one word
in each circle.
Whole class
Reserv charac sociabl
telled ter
orphan e of
Sense
- Have students repeat the words in chorus
humor
jokes age
then rub out word by word but leave the
circles.
- Go on until all the words are rubbed out.

- Point to each circle and ask students to
repeat chorally the English words.
Ask students to go to the board and write the
words again in the correct circles.
II. T /F statements prediction
- Stick the poster of T / F statements on the
board.
- Set the scene: These statements are about
Ba and his friends, read them and gues
which statements are true, which are false. Pair work
- Get students to work in pairs.
a. Ba only has three friends - Bao, Song, Khai
b. Ba and his friends have the same
characters
While c. Bao - Song - Khai are quite reserved in
reading public. Pair work
d. They all enoy school and study hard.
- Give feedback.
- Ask students to open their books and read
the text on page 13.
- Let students check their prediction.
Guess Correct
a. F
b. F
c. F
d. T
- Ask students to correct false statements.
* Correction:
a. Ba has a lot of friends but he spends most
of his time with Bao, Song and Khai. Pair work
b. They have different characters.
c. Only Song and Khai are quite reserved.
I. Multiple choice
- Get students to do exercise 1 on page 14.
- Ask them to work in pairs to choose the Pair work
best answers.
* Answers:
a. Ba talks about three of his friends.
b. Bao's volunteer work does not affect his
school work.
c. Khai and Song are rather shy.
d. Ba's friends sometimes get tired of his
jokes.
- Explain the meanings of the phrases:
 doesn't affect his school work (khoâng aûnh
höôûng tôùi vieäc hoïc)
 rather shy (hôi nhuùt nhaùt)
 get tired of (nhaøm chaùn) Pair work
II. Comprehension questions
- Ask students to work in pairs to do exercise
2 on page 14.
- Let students read the text again and answer
the questions.
* Questions and answers:
a. How does Ba feel having a lot of friends?
(He feels lucky having a lot of friends.)
b. Who is the most sociable?
(Bao is the most sociable.)
c. Who likes reading?
(Khai likes reading.)
d. What is the bad thing about Ba's jokes?
(His jokes sometimes annoy his friends.)
e. Where does Bao spend his free time?
(Bao spends his free time doing volunteer
work at a local orphanage. Pair work
f. Do you and your close friends have the
same or different characters? (students'
answer)
- Call on some pair of students to ask and
answer the
questions. Teacher corrects their
Post pronunciation.
reading - Ask all students to work in closed pairs.
- Ask students to work in groups and talk to Group work
one another about their friends, using the
Home adjectives they have just learnt to describe.
work - Ask each student to write a paragraph
(about 50 words) about one close friend.
UNIT 1: MY FRIENDS
Lesson 4: Section: - Write (page 15)
Period 5 - Language Focus 3 (page 17)
Aim:
Writing about oneself and about other people.
Objective:
By the end of the lesson, students will be able to write a
paragraph about their close friends.
Teaching aids:
Text book, pictures
PROCEDURE
arrangement
Warm Kim's game: Group work
up - Ask students to look at the picture on page
17 quickly (for 20 seconds). Then let them
keep their books closed.
- Divide the class into four groups.
- Give students two questions, the group
which answers correctly the fastest wins the
game.
a. How many people are there in the
picture? (Four)
b. What is each person wearing?
- The woman is wearing a red shirt and a
green skirt.
- The man who is standing beside the car is
wearing brown trousers and a yellow shirt.
- The man who is standing on the pavement
is wearing a pink shirt and blue trousers.
- The boy is wearing blue shorts and a white
Pre- shirt. T-Whole class
writing * Reading:
- Ask students to read the information about
Tam then answer some questions.
a. What is his name?
(Le Van Tam)
b. How old is he?
(14)
c. What does he look he?
(He is tall and thin. He has short black hair.)
d. What is he like?
(He is sociable, humorous and helpful.) 1
e. Where does he live?
(He lives at 26 Tran Phu Street, Hanoi)
f. Whom does he live with?
(He lives with his mother, father and an
elder brother.)
While g. Who is his friend? Individual
writing (Ba and Bao) work
- Let students write a paragraph about Tam,
using the information they have just got.
They have to work individually.
- Ask students to compare with the
paragraph in their books on page 15.
- Ask students to write some information
about one of their friends, then wrrite a
paragraph about him or her. Pair work
- Get students to share with their partners
and conrrect if possible.
* Sample:
His / her name is ............ and homework /
she is........... years old. He / she.......lives
at.......in with his grandmother, his parents
and his younger sister, Mai. He / she is tall
and slender. He / she has short black hair.
He / she rather shy but friendly and helpful.
Post- He / she has a lot of friend but his / her Individual
writing close friends are ............... and …………….. work
- Ask each student to write a similar
paragraph about himself / herself.
Homewo - Move around the class and help students,
rk then ask some students to speak in front of
the class about himself / herself.
- Ask students to wnte another paragraph
about one of their family members.
UNIT 1: MY FRIENDS
Lesson 5: Section: - Language Focus 2 (page 16)
Aim:
Further Practice in simple present tense and the structure.
Objective:
By the end of the lesson, students will be able to use simple
present tense to talk about general truths and write some
sentences using the structure” (not) + adjectives enough + to-
infinitive”
Teaching aids:
Text book, cards, pictures
PROCEDURE
arrangeme
nt
Warm up * Categories: T-whole
- Ask students to find out the adjectives class
beginning with the letters that the teacher
gives.
- Divide the class into two groups.
- Give four letters at the same time, students
are to find out four adjectives begining with
the four letters given.
Example:
T writes : a b c d
S writes: awful big clever dirty
T writes: g h i j
S writes: great heavy intelligent jealous
T writes: k 1 m n
S writes: kind lovely mean new
T writes: o p q r
S writes: old poor quiet rich .
- The team which finishes first gets one
mark.
* Checking vocabulary:
- Call on two students or two teams of
students (5 students each tham) to the front
of the class .
- Make sure they stand at an equal distance
from the board.
- Call out one new word in Vietnamese, the
two students must run forward and slap the
word on the board. (in English ). The one
who first slaps the correct word is the T-whole
winner. class
- Continue to ask two more students to come
forward . - Go on until students have slapped
all the words .
II. Revision of Simple Present Tense
- Review simple present tense: formation,
usage.
Focus on one of the usage of Simple present
Practice tense. It is used to express an action which Pair work
is always true.
- Give students five verbs: be-move-set-rise-
go.
- Ask students to complete the dialogue
between Ba and Tuan, his young cousin.
* Answers:
Ba: What do you know about the sun, Tuan?
Tuan: The sun rises in the East and sets in
the West.
Ba: Can you tell me anything about the other Pair work
planets?
Tuan: I know something about the Earth. It
goes around the sun.
Ba: Yes, and the moon moves around the
Earth.
Tuan: Where is Mars, Ba?
Presentat Ba: It is near the sun. T-whole
ion Tuan: No it's silly! That is Mercury. Mars is class
2 near the Earth.
- Get students to practice the dialogue in
pairs. .
- Correct their pronunciation. Focus on the
pronunciation of verbs ending with S/ES.
Set the scene to introduce the structure
"(not) + adjectives enough + to - infinitive".
Teacher is to ask students to hang the
picture on the board. "How do I say and how
do you answer? Complete the exchange."
Can you (1) this (2) over there?
No I (3) not (4) (5) to (6) the (7) over there.
- Answers:
T: Can you hang this picture over there?
S: No, I am not tall enough to hang the
picture over there.
Form: "(not) + adjectives enough + to -
infinitive" Meaning: (chöa / khoâng
ñuû....ñeå laøm gì.)
Practice I. Word - cue drill Whole class
a. Read English books /  good
- Can you read English books?
- Yes. My English is good enough to read
English books.
b. Drive a car / x old
- Can you drive a car?
- No. I'm not old enough to drive a car.
c. Carry this bag /  strong
- Can you carry this bag?
- Yes. I'm strong enough to carry it.
d. Solve this problem /  clever
- Can you solve this problem?
- No. I'm not clever enough to solve the
problem.
- Model two cues, the whole class repeats,
then ask some students to repeat
individually.
- Make sure students remember the Pair work
exchange, then ask a new student / give a
new cue.
- Let all students work in pairs, one asks, the Pair work
other answers.
Homewor II. Further Practice
k - Ask students to do exercise 4 on page 17 in
pairs.
- Give feedback and ask students to practice
the dialogue.
* Answers:
a. Not big enough.
b. Not old enough.
c. Strong enough.
d. Good enough.
- Ask students to write five sentences about
themselves using the structure: "(not)
adjectives enough + to - infinitive".
UNIT 2: MAKING ARRANGEMENTS

I. Aim
Helping students:
- to talk about intentions
- to use telephone to make and confirm arrangements
- to take a telephone message.
II. Language focus
1. GOING TO talks about intentions and activities in the future.
2. Adverbs of place
III. Vocabulary
Verbs Adjective Nouns
s
(to) agree Commerci an assistant a fishing
(to) arrange al deaf – mute rod
(to) conduct Countless a device a message
(to) Mobile a directory a
demonstrate an exhibition stationery
(to) emigrate an
(to) transmit experiment
Lesson Listen and read 1 - 2 Reading the conversation about making

1 and confirming arrange-ments.
Lesson Speak 1 - 2 GOING TO talks about intentions
2 Language Focus 1-2
Lesson Read 1 - 2 Reading the text for specific information
3 about Alexander Graham Bell
Lesson Write 1-2-3 Writing a message.

4
Lesson Listen Language Listening for details and practicing
5 Focus 3 adverbs of place.
Lesson 1: Section: - Getting started (page18)
Period 7 - Listen and read (page 19)
I. Aim:
Reading for details about a conversation on the phone.
Objective:
By the end of the lesson, students will be able to use the telephone
to make and confirm arrangements.
Teaching aids:
Text book, poster, pictures (on page 18)
PROCEDURE
arrangeme
nt
Warm up
* Ask students to match each object
(pictures on page 18) with its name.
* Answers:
T-whole
a. an answering machine. class
b. a mobile phone.
c. a fax machine
d. a telephone directory
e. a public telephone.
f. an address book.
- Give the definitions of these objects on a
poster and ask students to match the object
with its definition.
* Definition:
1. to send fax
2. to find someone's telephone number
3. to write addresses and telephone
numbers.
4. to make a phone call in a street telephone
box.
5. to leave and take messages.
Pre- 6. to make phone call anywhere you like. Pair work
Reading * Answers:
a-5 d-2
b-6 e-4
c-1 f-3
* Open prediction:
- Set the scene: "Hoa and Nga are talking on
the phone. They are talking about going to
see a movie." - Ask students to guess:
a. Who made the call?
While b. Who introduced herself?
reading c. Who invited .the other to the movies.
d. Who arranged a meeting place.
e. Who arranged the time?
f. Who agreed to the time?
- Give feedback Individual
- Ask students to read the conversation Work
between Nga and Hoa on page 19 and give
them feedback.
- Answers:
a. . Nga made the call.
b. Nga introduced herself '.
c. Nga invited Hoa to the movies.
d. Nga arranged a meeting place.
e. Hoa arranged the time.
f. Nga agreed to the time. Pair work
I. Comprehension questions
- Give students some questions and ask
them to work in pairs to answer them.
a. What Is Hoa's telephone number?
b. Which movie are they going to see?
Where?
c. How is Hoa going to see the movies?
d. Where are they going to meet? What
time?
a. Her telephone number is 3847329.
b. They are going to see the movie Dream
City at Sao Mai Movie Theater.
c. Hoa is going by bike.
d. They are going to meet outside the
theater at 6.30. Pair work
- Get some pairs of students to ask and
answer the questions (open pairs)
- Let all students work in pairs (closed pairs) Pair work
II. Matching the phrases with their
meanings
a. Hold on 1. Noù ñöôïc chieáu
ôû ñaâu?
b. Is six thirty all right? 2. Khaù xa…
c. Where’s it on? 3. Saùu giôø 30
ñöôïc chöù?
d. A bit far from… 4. (Caàm maùy)
Post- chôø nheù.
reading * Answers:
a- 4
b- 3
c- 1
d- 2
* Role play:
- Ask students to play the roles rf two
students who are talking on the phone
making arrangements.
* Suggested dialogue:
Lan: 854146
Mai: Can I speak to Lan please?
Lan: Yes. Lan speaking.
Mai: Hello Lan. This is Mai.
Lan: Hello Mai.
Mai: I'm going to see a movie at 7.30 this
evening. Would you like to come?
Lan: Of course. But I have to ask my Mom.
Hold on...OK. She says I can go,
where's it on?
Mai: At Sao Mai Movie Theater.
Lan: Let's go by bicycle.
Mai: OK. Let's meet outside the theater.
Lan: Is 7.00 OK?
Mai: All right. See you at 7.00. Bye.
Lan: Bye.
- Students can change the information which
is underlined.
- Let students work in pairs. Teacher moves
Homewor around the class and helps the students. Pair work
k - Ask students to write a similar dialogue on
their notebooks.

Lesson 2: Section: - Speak (page18)
Period 8 - Language focus 1-2 (page 19)
Aim:
Practicing talking on the phone.
Objective:
By the end of the lesson, students will be able to talk on the
telephone about intentions with GOING TO.
Teaching aids:
Text book, cards
PROCEDURE
arrangeme
nt
Warm up * Chatting: T-whole
- Talk to students about using telephone. class
 Do you have a telephone at home?
 How often do you make a phone call?
What would you say when you pick up the
phone to answer it?
 What would you say if you are the caller?
Presentat - Ask students to do exercise 1 on page 20. Pair work
ion The students have to work in pairs to put the
sentences in the correct order to make a
complete conversation.
* Answers:
1-b: Hello. 9210752.
2-f: Hello. Can I speak to Eric, please?
I am Adam.
3-j: Hello, Adam. How are you?
4-a: I'm fine. I'm going to the pop concert at
the City Concert Center tonight. Would
you like to come?
5-i: Which band is it?
6-c: It's Kids in Town. You like it, don't you?
7-e: Yes. What time can we meet?
8-k: Is 7.15 OK? The concert starts at 7.45.
Let's meet inside the center, at the cafe
corner.
9-g: That's fine. See you at 7.15.Thank you
Adam.
10 -h : Bye, Eric.
11-d : Bye.
- Ask some questions to check students'
understanding and focus on the structure
GOING TO.
 Are they talking on the phone?
(Yes)
 •What do they intend to do?
(They intend to go to the pop concert.)
 What time are they meeting? Where? Whole class
(They are meeting inside the center at
7.15.)
 What form of the verbs do you use to talk
about intentions?
(be going to)
* Form: S + be + going to + infinitive
* Use: Express an intention
Practice I. Word cue drill Whole class
Model sentences:
Are you going to see a movie?
Yes, I am/ No, I'm not.
a. see a movie 
b. play sports, x
c. meet your friends. 
d. help your mother.
e. do your homework, x
f. watch TV. x
- Model two cues then ask students to repeat
chorally then individually. Pair work
- Ask some students to practice asking and
answering.
- Ask the whole class to work in pairs.
II. Further Practice
- Ask students to do exercise Language Pair work
Focus 1 on page 25. They have to work with
a partner and say what the people are going
to do. T-one
- Give an example first. student
T: Nga has a movie ticket. What is she going
to do? Pair work
S: She'd going to see a movie.
- Let students work in pairs.
- Give feedback
a. They are going fishing.
Productio b. She's going to read the new novel.
n c. She is going to do her homework.
d. He’s going to watch an action movie on TV
tonight, Pair work
e. She's going to give him a birthday
present.
* Role play:
- Set the scene: "Ba and Bao are making
arrangements to play chess."
- Ask students to work with their partners to

complete the dialogue.
- Give feedback
Ba: Hello. 8257012
Bao: May I speak to Ba, please. This is Bao.
Ba: Hello, Bao. How are you?
Bao: I'm fine. Thanks, and you?
Ba: Great. Me too.
Bao: Can you play chess tonight?
Ba: I'm sorry. I can't play chess tonight. I'm
going to do my homework.
Bao: What about tomorrow afternoon?
Ba: Tomorrow afternoon is fine.
Bao: I'll meet you at the Central Chess Club.
Ba: At the Central Chess Club? OK. Let meet
at the front door.
Bao: Is 2.00 o'clock OK?
Ba: Great. See you tomorrow afternoon at
2.00 o'clock.
- Ask students to play the roles of Ba and Pair work
Bao to practice the dialogue. Ask students to
make the similar arrangements and practice
Homewor talking with a partner.
k - Ask students to write five things that they
intend to do next week.

Lesson 3: Section: - Read (page 21-22)
Periods 9
Aim:
Reading the paragraph for details about Alexander Graham Bell.
Objective:
Alexander Graham Bell.
Teaching aids:
Text book, poster, pictures of Bell.
PROCEDURE
arrangem
ent
Warm up * Brainstorming: Whole
- Let students answer the questions by class
coming to the board and write.
To chat with friend
tocommunicate
What is the
telephone
* Possible answers: used for
- to have a message, to call someone
- to make arrangements
- to talk to a person who lives far from.
Pre- - to get information at the airport or railway
reading station quickly.
I. Pre teach vocabulary T-whole
- (to) emigrate: (example): go to another class
country to live.
- (to) transmit: (translation)
- (to) conduct: (synonym: What' s the
synonym of (to) carry out).
- (to) demonstrate: (translation).
- a device: (translation)
- a deaf- mute: (explanation: a person who is
unable to hear and speak)
* Checking vocabulary: What and where Whole
- Have students repeat the words in chorus class
then rub out word by word but leave the
circles. Remember to.
let students repeat before and after rubbing
out each word.
conduc transm emigra

t it te
deaf- demonstr device
- Go on until
mute students
ate can remember the
words.
- Get students to write the words again in the
correct circles.
II. T/F statements prediction Pair work
- Hang the poster of T/F statements on the
board and ask students to work in pairs and
guess which statements are true and which
are false.
a) Alexander G. Bell was born in the USA.
b) He worked with deaf-mute patients in a
hospital in Boston.
c) Thomas Watson was Bell's assistant.
d) Bell and Watson introduced the telephone
in 1877.
e) Bell experimented with ways of
transmitting speech between deaf-mutes
over a long distance.
While f) Bell demonstrated bis invention at a lot of Pair work
reading exhibitions.
- Give feedback.
- Ask students to read the text on page 21-
22 and check their prediction.
- Have students correct false statements.
Guess answer Correction
a F He was born in Edinburgh in
Scotland
b F He worked with deaf-mute
patients at Boston University.
c T
d F He introduced telephone in 1876.
e F He experimented with ways of
trnsmitting speech over a long
distance.
II. Ordering Individual
- Ask students to look at the book page 22. work
- Get students to read the events of Bell's life
and put them in the correct order.
- Ask them to compare with their partners. Pair work
* Alexander Graham Bell
1. was born in Scotland
2. went to live in Canada.
3. Went to live in the United States.
4. worked with people who could neither
speak nor hear.
5. worked with Thomas Watson.
6. Successfully demonstrated his invention.
7. invented the telephone.
Post- Writing it up:
reading - Get students to write a paragraph about Individual
Bell's life, using the information from the work
text.
* Suggestion:
Alexander Graham Bell was born on March
3rd, 1847 in Scotland. He went to live in
Canada and then to the U.S.A in 1870s. He
worked with deaf mutes at Boston University
and did experiments with ways of
transmitting speech over a long distance. In
Homewo 1876, he and his assistant - Thomas Watson
rk introduced the telephone successfully and in
1877 the first telephone was in commercial
use.
- Let them swap their writings and correct.
- Ask students to write the paragraph (they
have just written and corrected with their
friends) into their notebooks.
Lesson 4: Section: - Write (page 23-24)
Periods 10
Aim:
Writing a message.
Objective:
By the end of the lesson, students will be able to write a telephone
message.
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
Warm up Jumbled words:
- Write the words whose letters are in a Group
random order on the board. work
- Divide the class into 2 teams. Students
from 2 teams go to the board and write
the correct words.
- The team which writes more correct words
first wins the game:
1. mcuestor = customer
2. ayddmi = midday
3. essgmea = message
Pre- 4. nifurretu = furniture
writing 5. rvseice= service
I. Chatting T-whole
class
 Talk to students about taking a telephone
message.
 Have you ever taken a telephone
message? (Yes/No)
 When you take a message, what should be
mentioned in the message?
(Date, time, who sent, to whom, content)
II. Pre - teach vocabulary

- a customer: (explanation: a person who T-whole
comes to buy something at a shop..) class
- a delivery: (translation)
- stationery (example: papers, pens, rulers,
envelopes)
- (to) pick someone up: (translation)
While Checking vocabulary : Rub out and
writing remember'
III. Reading and gap filling Pair work
- Ask students to read the message and fill
in the gaps in the passage on page 23.
* Answers:
"A customer phoned the Thang Loi Delivery
Service on May 12 just before midday. She
wanted to speak to Mr. Ha but he was out.
So Mr. Tam took a message for Mr. Ha. The
customer's name was Mrs. Lien and she
wanted to know about her furniture delivery.
She wanted Mr. Ha to call her. She said Mr.
Ha could reach her at 8645141 after lunch". Individual
- Ask students to read passage 2 on page 23 work
to get information and write the message. Pair work
- Let students write individually then share
with a partner.
* Answers:
Thanh Cong Delivery Service
Date: June 16
Time: After midday
For: Mrs. Van
Message: Mr. Nam called about his
stationery order. He wanted you to call him
at 8634082.
Taken by: Mr. Toan
- Ask students to write another
message.
- Set the scene: "Tom phoned Nancy, but she Pair work
was out. Lisa, Nancy's sister took a message
for Nancy. Help Lisa to write a message"
- Ask students to read the dialogue between
Post- Lisa and Tom then write the message.
writing - Let students work in pairs.
Date: (....................)
Time: (....................)
For: Nancy
Message: Tom called about playing tennis
this afternoon. He will come over to pick you
Homewo up at 1.30.
rk Taken by: Lisa
- Give feedback
- Ask students to write the message on their
notebooks.

Lesson 4: Section: - Listen (page 23-24)
Periods 11
Aim:
Listening for details and further practice in adverbs of place.
Objective:
By the end of the lesson, students will be able to complete
telephone message by listening and further practice in adverbs
place.
Teaching aids:
Text book, poster.
PROCEDURE
arrangem
ent
Warm up * Telephone transmitting: Group
- Divide students into two teams. work
- Choose 6 volunteers from each team.
- The volunteers stand in two lines. The
teacher
shows the first student (in each line) a
telephone number.
- He / she whispers the telephone number
to the next person in his / her line.
- The second student whispers to the
third... until the last one.
- The last student shouts out the number,
if it is the same as the number teacher
Pre- shows, that team wins the match Pair work
listening - Ask students to look at the form of the
telephone message on page 21 and set
the scene "a woman phoned the principal
of Kingston junior high school, but he was
out"
- Have students guess the message.
While - Give feedback
listening - Get students to listen to the tape twice
and fill in the message, compare with their
guess.
* Answers:
Kingston Junior High School
Date: (..............)
Time: (..............)
For: the principal
Presentat Message: Mr. Mary Nguyen wanted to see T-whole
ion you at 9.45 in the morning. , class
Telephone number: 64683720942.
* Jumbled words:
1. tdeousi 4. erhe
2. siiden 5. stupairs
3. hetre 6. wonstairds
- Hang the poster of the words with
disordered letters on the board and tell the
students that they are adverbs of place.
- Ask students to go to the board and write Individual
Practice the meaningful words. work
- Let them work individually, one student
one word.
* Answers:
1. outside 4. here
2. inside 5. upstairs
3. there 6. downstairs
- Make sure students know the meanings
of these adverbs. Pair work
- Ask students to do exercise 3 on page
26.
- Set the scene: "Ba is playing hide and
seek with his cousin, Mr. Tuan. Use the Group
adverbs of place to complete the work
speech bubbles."
- Let students work in pairs then compare
with another pair (at their table)
- Give feedback
- Answers:
a. Where is Tuan? I think he is upstairs.
b. No, he isn't here.
c. He isn't downstairs and he isn't upstairs.
Homewo d. Perhaps he 's outside.
rk e. No, he isn't there. Individual
f. I'm not outside. I'm inside, Ba. work
- Ask some students to read out the
speech bubbles.
- Write six sentences about your house,
using adverbs of place.
- Eg: My room is upstairs.
UNIT 3: AT HOME
I. Aim:
Helping students:
- to describe places and situation
- to ask for and give reasons
- to write a description of a room.
II. Language focus
1. Reflexive Pronouns
2. Modals: Must, have to, ought to
3. Why - Because
III. Vocabulary
Verbs Nouns
(to) injure a bead an object scissors
(to) destroy chore precaution a sink
a wardrobe a rice cooker a socket
a cup board a rug a steamer
a knife safety
a match a saucepan
Lesson Listen and read 1-2 Reading the dialogue and

1 Language focus i practice Modal verbs: must, have
to, ought to
Lesson Speak 1-2 Talking about the position of
2 furniture in the kitchen and in
the living room.
Lesson Read 1-2 Language Reading for details about safety
3 focus 4 precautions in the house and
further practice in why - question
with Because...
Lesson Language focus 3 Further practice in Reflexive

4 Pronouns
Lesson Language focus 2 + Further practice in Why -
5 listening questions and the answers -
Because
Lesson Write 1-2-3 Writing a description of a room.
6
UNIT 3: AT HOME
Lesson 1: Section: - Listen and read (page 27,28)
Periods 12 - Language focus 1 (page 34)
Aim:
Objective:
By the end of the lesson, students will be able to complete
telephone message by listening and further practice in adverbs
place.
Teaching aids:
6 pictures
PROCEDURE
arrangem
ent
Warm up Kim's game: Teams
- Show 6 pictures (getting started) to
students.
- Ask them to look at 6 pictures quickly in
30 seconds and try to remember the
verbs in the pictures as many as possible.
- Which team remembering more verbs is
the winner.
* Answer:
a. Wash dishes/ do the washing up
b. Make the bed
Pre-teach c. Sweep the floor
Vocabulary d. Cook
e. Tidy up
Feed the chicken
- a steammer - chore
- a cup board - a sink
- a sauce pan
* Checking: What and where.
- Write the words on the blackboard. Each
word is inside a circle. Whole
- Get students to repeat the words and class
then rub out one of the words but do
not rub out the circle.
- Get students to repeat the words
including the rubbed out word by
pointing at the empty circle
- Continue until all the circles are empty.
- Ask students to go to the blackboard and
fill in the circles with the correct words.
- Set the scene of the dialogue between
Nam and his mother, Mrs. Vui.
- Get student to listen to the dialogue
while looking at their books.
- Ask students to complete the list of the
things Nam has to do.
Presentati - cook dinner Whole
on Nam has to - go to the market to buy fish class
and vegetables.
- call his Aunt, Ms Chi and
ask her to meet his mother Pair work
at grandma's house.
 Form:
Has/have to + Infinitive= Must + Inf.
- Meaning: Phaûi (laøm gì)
Use:
* Exchange: What do you have to do?
I must do the washing up.
- Use the picture cues drill:
a. do the washing up
b. make the bed Whole
c. sweep the floor class
d. cook dinner  open
e. tidy my room pairs
Practice f. feed the chickens  closed
* Give students 7 words. pairs
Feed - empty - do - tidy - sweep - clean –
dust
Ask students to look at the pictures and
complete the dialogue between Nga and
Further Lan, using must or have to together with
practice the verbs given.
* Answer:
Nga: Can you come to the movies, Lan?
Lan: No. I have to do my chores?
Nga: What do you have to do? . Open pairs
Lan: I must tidy my bedroom. Then I have then
to dust the living room and I must closed
sweep the kitchen floor, too. pairs
Nga: That won't take long. What's else?
Lan: I have to clean the fish tank and then
I must empty the garbage. Finally, I
must feed the dog.
Nga: OK. Let's start. Then we can go out.
Ask student to work in pairs,
Homework practicing the dialogue.
Write the things you have to do on
Sundays.
Ex: On Sunday morning, I have to tidy my
room,..
I have to help my parents do the
house work.
On Sunday afternoon, I have to ...
and on Sunday evening, I have
to...
UNIT 3: AT HOME
Lesson 2: Section: - Speak 1-2 (page 28,29)
Periods 13
Aim:
Practicing speaking
Objective:
By the end of the lesson, students will be able to use the
prepositions of place to talk about the positions of furniture in the
house.
Teaching aids:
on page 28 – 29
PROCEDURE
arrangem
ent
Warm up Kim's game:
- Divide the class into 2 teams
- Show the picture of a kitchen (page 28)
to Ss.
- Ask them to study the things in the
picture (for 30 seconds)
Presentati - Take away the picture and ask Ss to.
on write down as many things as they can T-class
remember. Pair work
- Which team having more things wins the
games.
- Ask students the positions of the items in
the pictures.
Where is the clock? It's above the fridge.
The fruit? in the bowl
the flowers? on the table
rice cooker? next to the bowl of fruit
cupboard? on the wall, above the
counter
knives? They are on the wall,
under the cupboard
dish rack? on the counter, next to Pair work
the bowl of fruit
- Get students to work in pairs, talking
about the position of each item
E.g.: The calendar is on the wall, above the
stove.
The knives are on the wall, under the
cupboard.
………………..
Set the scene: "Mrs. Vui bought new
practice furniture for her living room, but Pair work
she cannot decide where to put it. You
should help her to arrange the furniture."
- Ask Ss to look at the picture and talk
about their ideas.
Ex:
- Let's put the clock on the wall, between
the shelf and the picture.
- OK . I think we ought to put the TV and
the stereo on the shelf.
- I think the coffee table should be
between the couch and the arm - chair.
- Let's put the telephone next to the
couch.
- I think we should put the magazines
above the books on the shelves. Pair work
- I think the shelves ought to be at one of
the corners, opposite the couch.
-•Ask students to practice speaking: If they
agree, they may use:
OK.
You are right.
If they disagree, they may use:
Homewor No, I think we'd better/ought to put...
k I think it should be ...
Describe your living room / bedroom
UNIT 3: AT HOME
Lesson 3: Section: - Read 1-2 (page 31, 32)
Period 14 - Language focus 4 (page 36, 37)
Aim:
Reading for details about safety precautions in the house and
further practice in why - questions and answers - Because.
Objective:
By the end of the lesson, students will be able to understand the
safety precautions in the house and use Why - because.
Teaching aids: Text book, picture, realias
PROCEDURE
arrangem
ent
* Brain storming:
Warm up drug
electricity
Danger in the
home
boiling for chilren
water knife
fire gas
1. Pre-teach vocabulary
- a precaution (translation)
- a socket : (realia)
- a match : (realia)
- an object (translation)
Pre- - safety (adj)
reading - (to) destroy translation.
- (to) injure : (picture)
- Checking: Slap the board
- Put the new words all over the black-
board: Team work
- Call two students or 2 teams of students
to the front of the class. Ask them to
stand at an equal distance from the
blackboard.
- Teacher calls out one of the new words
(in Vietnamese) in aloud voice, the two
students must run forward and slap the
word on the blackboard. The one who
first slaps the correct word is the winner.
If the students play in team, the winning
team gets a mark. Then ask two more
students to come forward, etc...
2. True/False statements prediction
- Ask students to read the statements and
guess
which is true, which is false,
a. It is safe to leave medicine around the
house.
b. Drugs can look like candy
c. A kitchen is a suitable place to play
d. Playing with one match cannot start a
fire
e. Putting a knife into an electrical socket
is dangerous
f. Young children do not understand that
many household objects are dangerous.
- Give feedback
1. Reading the text
Guess Correct
a. F
While b. T
reading c. F
d. F
e. T
f. T
- Ask Ss to read the poster and check their

prediction.
- Ask Ss to correct if the statement is false.
2. Comprehension questions
- Ask Ss to work in pairs to find out the
answers of these questions.
a. Why must we put all chemicals and
drugs in a locked cupboard? b. Why
mustn't we let children play in the kitchen?
c. Why mustn't children play with
matches?
d. Why must we cover electrical sockets?
e. Why do we have to put all dangerous
objects out of children's reach?
- Give feedback
- Ask Ss to work in open pairs and then
closed pairs.
a. Because children often try to eat and
drink them.
b. Because the kitchen is a dangerous
place
c. Because playing with one match can
cause the fire
d. Because children often try to put
something into electrical sockets and
electricity can kill.
e. Because the dangerous objects can
injure or kill children.
Post- Discussion:
reading - Ask Ss to work in groups, discussing
about the topic. Group
a. Safety precautions in the street. work
b. Safety precautions at school.
Homewo Practice in why questions with Because -
rk answer by doing the exercise language
focus 4
UNIT 3: AT HOME
Lesson 4 Section : - Language focus 3 (page 36)
Period 15
Aim:
Further practice in Reflexive Pronouns.
Objective:
By the end of the lesson, students will be able to use the Reflexh
Pronouns. Teaching aids:
PROCEDURE
arrangem
ent
Brain storming Whole
Tidy up do our homework class
cook
Warm up Things you can
water flower clean
do
the floor
repair the machine
fix the TV set paint

the house
Things you can’t
do
Presentati - Set the scene: “You do your homework

on and no one helps you. What do you say?” T-whole
I do my homework myself class
- Explain the reflexive Pronouns.
- Form:We use I with myself
You yourself/yourselves
He himself
She herself
We ourselves
They themselves
It itself
Emphasis pronouns: Used to emphasize a
person or a thing.
E.g: She cut herself.
John saw himself in thöôøng
mirror.
Word cue drill:
a. you / do / homework
Did you do your homework?
Yes. I did it myself.
b. He / fix / washing machine
Did he fix the washing machine?
Yes. He fixed it himself.
c. Mary / cook / dinner
Did Mary cook the dinner?
Yes. She cook it herself.
Practice d. These students / paint / the pictures
Did these students paint the pictures?
Yes. They painted them themselves.
e. You / do / your chores
Did you do your chores?
Yes. We did ourselves.
- Ask students to run through the
vocabulary first (do your homework, fix Whole
the washing machine, cook dinner, paint class
the pictures, do our chores).
- Ask them to practice the questions and
then the answers. Open pairs
- Ask students to work in open pairs then closed
closed pairs. pairs
* Complete the dialogue: Pair work
- Ask students to fill in the blanks with
suitable reflexive pronouns or emphasis
pronouns.
- Give feedback
- Ask students to practice speaking in pairs
Further a. Did someone help Ba to draw that
practice picture?
No. He did it himself.
b. The repair man can't fix the washing
machine until tomorrow.
Come on. We 11 have to try and do it
ourselves.
c. What's the matter, Hoa?
I cut myself.
Let me see. Oh it's all right.
You didn't cut yourself badly.
d. Why are you crying, Nga?
I have just watched the movies Romeo
and Juliet. The boy killed himself and
then the girl killed herself as well.
Why did they killed themselves?
It's a long story.
e. Boys and girls, you'll do the experiment
this afternoon.
Will you come to help us?
Yes. I will. But you wiH have to do it
yourself first.
Homewor Write 3 sentences with Reflexive Pronouns
k and 3 sentences with emphasis
pronouns
UNIT 3: AT HOME
Lesson 5: Section: - Listen (page 30)
Aim: •
Listening and further practice in modal verb - ought to.
Objective:
By the end of the lesson, students will be able to identify the right
item by listening and further practice in modal verb: ought to.
Teaching aids
PROCEDURE
arrangem
ent
* Bingo: T-whole
- Ask students to write down on their class
notebooks 5 things you can eat.
Warm up - Prepare a list of food. Then call out each
word in a loud voice.
- Students listen to the teacher carefully. If
anyone has the same things, they cross
them out. The first
person crossing out all 5 things shouts
"Bingo" and wins the game.
- Suggested list of food: chickens, beef, cake,
candy, garlic, noodles, bread, rice, ham,
peas...
* Predictions:
Pre- - Get students to look at page 30 and guess
listening 4 things they use to cook the "Special
Chinese Fried Rice"
- Give feedback
- Students listen to the tape and check their Individual
predictions. work
While Give feedback Pair work
listening * Answers : a) Fried Rice b) Pan
c) Garlic and green peppers
d) Ham and peas T-whole
Set the scene: "Hoa is very sad because she class
failed her English test. What do you say to
advise her?"
Presentat "You should study harder"
ion - Can you tell me another word for "should"?
- “ought to”
Use: "ought to" as well as "should" is used
to give advice to someone.
Form: ought to + INFINITIVE
Meaning: Neân
- Ask students to give advice to people in the Pair work
pictures (page 35)
a. I failed my English test.
You ought to study harder.
b. I'm late.
Practice You ought to get up earlier.
c. I'm fat.
You ought to eat more fruit and
vegetables.
d. My tooth aches
You ought to see a dentist
- Get students to practice 4 exchanges in Group
pairs work
Noughts and crosses:
Producti His tooth/ Hoa / late My room/
on ache untidy
The floor / Bao / She / thin
dirty overweight
My English Her grades / the washing

bad bad machine
not work
*Answer:
a. His tooth aches.
He ought to go to the dentist's.
b. Hoa is late.
She ought to get up earlier.
c. My room is untidy.
You ought to tidy your room.
d. The floor is dirty.
You ought to clean it.
e. Bao is overweight.
He ought to eat less meat and do exercise
more often.
f. She is thin.
She ought to eat more.
g. My English is bad.
You ought to practice more.
h. Her grades are bad.
She ought to study harder.
i. The washing machine doesn't work.
You ought to fix it.
Homewo Write some advice when your friend feels
rk sick.
UNIT 3: AT HOME
Lesson 6: Section: - Write (page 32,33)
Period 17
Aim:
Writing a description of a room.
Objective:
By the end of the lesson, students will be able to write a
description! of a room in their house.
Teaching aid:
PROCEDURE
arrangeme
nt
Warm up Chatting: T-whole
- Ask something about the room on page class
32.
which room is this?
Pre- What's this? Where is it?
writing I. Pre - teach vocabulary
- folder
- beneath
- towel rack
- dish rack
- lighting fixture
* Checking: Rub out and remember
- Get students to copy the words into their
books and then ask them to close the
books.
- Rub out the new words one at a time.
Each time you rub out a word in English,
point to the Vietnamese translation and
ask "What 's this in English?". When all the
English words are rubbed out, go through
the Vietnamese list and get students to
call out the English words.
(If there's time, get students to come to
the blackboard and write the English
words again) Pair work
II. Reading
- Ask students to read the description of
Hoa's room, then ask some
comprehension questions.
* Questions:
a. What is there on the left of the room?
b. Where is the bookshelf?
While c. What is there on the right side of the
writing room?
d. Where is the wardrobe?
* Answers:
a. There is a desk on the left of the room. Individual
b. The bookshelf is above the desk. work
c. There is a window on the right side of
the room.
d. The wardrobe is beside the window and
opposite the desk.
Write the description of the kitchen on
page 33.
- Ask students to describe Hoa's kitchen,
using the given cues.
- Answer:
This is Hoa's kitchen.
There is a refrigerator in the right corner
of the room.
Next to the refrigerator are the stove and
the oven.
On the other side of the oven, there is a
sink and next to the sink is a towel rack.
The dish rack stands on the counter, on
the right of the window and beneath the
selves.
On the selves and on the counter beneath
the window, there are jars of sugar, flour
and tea.
In the middle of the kitchen, there are a
table and four chairs
The lighting fixture is above the table, and
directly beneath the lighting fixture is a
vase with flowers.
- Ask students to share with their partners.
- Correct the mistakes from some
descriptions (if any).
Post III. Speaking
writing Ask students to talk to their partners
about their room/ living room/kitchen.
Homewor Ask students to write a description of their Pair work
k bed room/living room.
UNIT 4: OUR PAST

I. Aim
Helping students:
- to talk about the past events.
- to express feelings.
- to distinguish between facts and opinions.
- to write a short imaginary story.
II. Language focus
1. Past simple tense
2. Prepositions of time: in, on, at, after, before, between
3. Used to
III. Vocabulary
Nouns Verbs Adjectives
equiment (to) appear (to) look cruel traditional
festival (to) escape after excited upset
folk tale (to) graze (to) shout magical magically
mark (to) own (to) tie
rag
Lesson Listen and read Reading the dialogue about life of

1 1-2-3 many
Language focus 1 years ago.
Lesson Speak Practice speaking about the way

2 tilings
used to be and the way they are
Lesson Read + Listen Reading the story "the lost shoe"
3 1-2 for •
details and listening to the story.
Lesson Language focus 3 Further practice in Used to + inf.
4 and prepositions of time
Lesson Language focus 1 -2 Revision and further practice in

5 Simple past tense + Past simple tense.
listening
Lesson Write Writing a short imaginary story.
6
UNIT 4: OUR PAST

Lesson 1 : Section: - Listen and read 1-2-3 (page: 38,
39)
Period 20
Aim :
Reading the dialogue about the life of many years ago.
Objective:
By the end of the lesson, students will be able to tell the activities
people used to do in the past.
Teaching aids:
arrangem
ent
* GETTING STARTED:
- Ask students to look at the picture
on'page 38 and write the names of the
things that do not belong to the past.
* Answer:
- The TV
- The radio
- The mobile phone The light fixture
- Modern clothing/school uniforms
Pre- I. Pre - teach vocabulary: Whole
reading (To) Look after (synonym) class
Equipment (n) (example)
(A) folk tale (example)
Traditional (adj) (translation)
(a) Great grandma (explanation)
*Checking: What and where
- Write each word on the blackboard inside
a circle. Rub out tie words one - by - one.
- Get students to epeat the words
including
II. T / F statement prediction
- Ask students to read the statements (on
poster) and predict they are true or false.
Students write Tf if it is true and F if it is
false.
a. Nga is used to live on a farm.
b. Nga’s grandma didn’t got o school.
c. She has an easy and happy life when
she was young. Pair work
While d. There wasn’t any modern equipment at
reading her time. Whole
e. “The lost shoe” is a short story. class
- Ask students to read the dialogue
between Nga and her Crandma and
check their prediction.
- Ask them to correjct the false
statements.
- Give feedback
Gues Answ Correction .
a. s er F Grandma used to
live on farm
b. T
c. F She had a hard
d. T life
e. F
It is an old folk
tale
1. Comprehension, Pair work

- Get students to jwork in pairs, asking and
answering questions.
a. Where did Nga's (grandmother use to
live?
She used to live en a farm.
b. Why didn't she gcj to school?
Because she had! to stay at home and
help her Mom to look! after her younger
brothers and sisters.
c. What did Nga's great Grandma do?
She used to cook the meals, clean the
house and wash the clothes.
d. What did Nga's great grandmother and
great grandfather do after dinner?
Her great grandma used to lit the lamp
and her great grand father used to tell
stories, e. What did Nga's ask her
grandma to do at the end of the Whole
conversation? class
She asked her grandma to tell her the Open pairs
tale "The lost shoe". Closed
- Give feedback pairs
- Ask them to work in open pairs and Individual
closed pairs work
2. Fact or opinion
Have students read the statements
part 3 on page 39 and decide which is a
fact and which is an opinion.
F O
a. I used to live on a farm. X
b. There wasn’t any electricity X
c. Mom had to do everything X
without the help of modern
equipment. X
d. My father used to tell us X
stories. X
e. The best one was the lost
Post- shoe.
reading f. Traditional stories are great.
- Give feedback
- Survey
Did you use to… Name
- Get up late.
- Ride bicycle too fast.
- Go to school late.
- Eat too much candy.
- Forget to do your
homework.
Homewo - Give feedback: Ask students some
rk questions to check.
“Who used to get up late/ride bicycle too
fast …?”
Write it down.
- Ask students to write the result of their
survey.
UNIT 4: OUR PAST
Lesson 2: Section: - Speak 1-2 (page 40)
Period 21 - Language focus 4 (page 45)
Aim:
Speaking about the way things used to be and the way they are
now.
Objective:
By the end of the lesson, students will be able to use USED TO talk
about the things they used to do.
Teaching aids:
Text book, word cards for drilling
arrangem
ent
Warm up * Jumbled words: Group
- Electricity - rieletcicty work
- Entertainment - menttaenterin
- Market : - rkmaet
- Supermarket - permasuekt
Presentati - Recall the conversation between Nga
on and her grandma, then ask: "Where did T-whole
Nga's grandma always live?"  "She class
always lived on a farm"
Ask: "Another word for always lived".
Answer: "Used to live".
Ask students to use USED TO to make
question and answer.
"Where did Nga's grandma use to live?"
She used to live on a farm.
- Form: S + USED TO + INFINITIVE
S + didn't use to + infinitive
Did + S + use to + infinitive?
Use: used to express a past habit, or an
Practice action usually happened in the past.
Meaning: Ñaõ thöôøng hay laøm gì Whole
Word cue drill: class
a. Live / Hue / Hanoi
- Did you use to live in, Hue?
- No. I used to live in Hanoi.
b. Have / long hairs / short
hairs
- Did you use to have long hairs?
- No. I used to have short
hairs.
c. Get up/ late / early
- Did you use to get up late?
- No. I used to get up early.
d. Walk to school / bicycle
- Did you use to walk to school?
- No. I used to go to school by bicycle.
e. Study / evening / early morning.
- Did you use to study in the evening?
- No. I used to study in the early morning.
* Get students to work in open pairs then
Productio closed pairs. Individual
n - Compare 2 pictures on page 40, using work
"USED TO" to talk about the actions in
the past.
- Elicit some ideas so that students can
talk about them.
a. Where did they live in the past? And
now?
- People used to live in small houses. Now
they live in big houses and buildings.
b. How did they travel?
- People used to walk. Now, they can go
by cars or motorbikes.
c. What's about the electricity?
- Now, there is electricity everywhere.
d. What's about their life / work?
- People used to work hard all the time.
Now they have a lot of time for
entertainment.
e. Did children use to go to school?
Most children used to stay at home. Now,
they all go to school.
Homewor f. What's about their entertainment?
k - Children used to play traditional games
such as hide and seek, skip rope...
outdoors. Now, they have a lot of modern
games-video games.
Write about the things you used to do last
year, year, I used to get up late. Now, I
get up early and do morning exercises.
UNIT 4: OUR PAST

Lesson 3: Section: - Read 1- 2 (page 41,42)
Period 22
Aim:
Reading the story "The lost shoe" for details.
Objective:
By the end of the lesson, students will be able to understand retell
the story "The lost shoe".
Teaching aids:
Text book, word cards for drilling
arrangem
ent
Warm up * Brainstorming: Name some folk tales Whole
that you have read. class
Caây tre traêm ñoát Taám Caùm Hoaøng
töû Coùc
(one hundred-section (The
frog Prince)
bamboo)
The folk
Pre- Ñoâi hia 7 daëm tales Baïch Tuyeát
reading vaø 7 chuù luøn
(seven-mile shoes) (Snow White and 7
dwarfs)
- cruel (adj.) (translation)
- upset (adj.) (synonym)
- fairy (n) (translation)
- magical (adj.)  magically (adv.)
- rag (n) (realia)
- (To) fall in love with (translation)
- immediately (adv.)
- Checking: ROR
II. T / F statement predictions T-whole

a. Little Pea's father is a poor farmer. Class
b. Her father got married again after his
wife Died.
c. Her new mother was beautiful and nice
to her.
d. She worked hard all day.
e. She didn't have new clothes to take part Individual
in the festival. work
- Ask students to read the statements (on Pair work
posters) and guess which is true, which is
false) and then share with their partners.
- Give feedback.
1. Have students read the story "The Lost
Shoe" on page 41 and check their
prediction and ask them to correct the
false statements.
Gues Answe Correction
a. s r
T
b. T
c. F Her new mother was
d. . cruel
e. T to her
F
A fairy gave her
beautiful
clothes
- Ask students to work in pairs answering
the questions in exercise 2 on page 42.
- Give feedback
a. Who was Little Pea?
- She was a poor farmer 's daughter.
b. What did Stout Nut's mother make Little
Pea do all day?
- She made her do the chores all day.
c. How did Little Pea get her new clothes?
- Before the festival started, a fairy
appeared and
magically changed her rags into beautiful
clothes.
d. Whom did the Prince decide to marry?
Why?
- He decided to marry Little Pea because
the shoe (which the Prince was keeping)
fitted her.
e. Is it a true story? How do you know?
- (Students answer themselves)
3. Gap filling: Complete the sentences with
words from the story.
Pair work
- Ask students to work in pairs, filling the
blanks with suitable words from the story.
* Answer:
a. Little Pea's father was a farmer.
b. Little Pea 's mother died when she was
young.
c. Little Pea had/used to do housework all
day after her father got married again.
Pair work
Post- d. The prince wanted to marry/choose a
reading girl from Little Pea 's village, e. Stout Nut 's
mother did not make new clothes for Little
Pea.
f. The Prince found Little Pea 's lost shoe.
* Retell the story:
- Ask students to work in pairs, telling the
story again in details. They can look at the
statements in the gap filling exercise and
add more.
g. E.g. "Little Pea 's father was a poor
farmer. Unfortunately, Little Pea 's mother
Homewo
died when she was very young and her
rk
father got married again. The new wife
was very cruel to her and mauc her work
all day. One day, the Prince wanted to
choose a wife from her village. Her new
mother didn't make new clothes for her,
but the fairy did. She came to the festival
and lost a shoe. The Prince found her shoe
and decided to marry her.
Rewrite the story
UNIT 4 : OUR PAST

Lesson 4: Section: - Listen (page: 41)
Period 23 - Language focus 1-2 (page: 44)
Aim:
Listening and further practice in Past Simple Tense.
Objetive:
main idea of a story by listening and further practice in Past
Simple Tense.
Teaching aids:
Text book, eleven cards
arrangem
ent
Warm up * Pelmanism: T-whole
- Prepare eleven cards with numbers on Class
one side and the verbs on the other.
- Stick the cards on the board so that the
students can only see the numbers,
make sure the verbs are mixed up.
- Divide the class into two teams. Each
team chooses two numbers.
- Turn the cards over, if they match:
E.g.: run - ran : that team gets 1 mark.
- If not, turn the cards over again and ask
the next team. •
- Continue until all the cards are finished.
run ran fly flew ride Team work
Pre- rode eat ate sit sat come Whole

listening Pre-teach vocabulary: class
- Foolish (adj.) (translation)
- greedy (adj.) (translation)
- gold (n) (realia)
- (To) lay - laid - laid (picture)
- amazement (n) (translation)
* Checking: What and where
1. Prediction: Predict the moral lesson of
the story
- Ask students to look at four titles and
guess which is the most suitable to the
story. Pair work
a. Don't kill chickens.
b. Don't be foolish and greedy.
c. Be happy with what you have.
While d. It is difficult to find gold.
listening - Give feedback Whole
2. Checking the prediction: class
- Have students to listen to the tape twice
and check their prediction.
- Answer : "Don't be foolish and greedy"
* Tape transcript:
Once a farmer lived a comfortable life with
his family. His chicken laid many eggs
which the farmer used to buy food and
clothes for his family.
One day, he went to collect the eggs and
discovered one of the chickens lad a gold
egg. He shouted excitedly to his wife: "We
're rich!". His wife/ran to him and they
both looked at the egg in amazement. The
wife wanted more, so her husband decided
to cut open all the chickens and find more Individual
eggs. Unfortunately, he couldn't find any work
egg. When he finished, all the chickens
were dead.
There were no more eggs of any kind for
the foolish farmer and his greedy wife.
3. Find out the verbs in the story
- Ask students what tense is used in the
story.
- (Simple Past Tense)
- Have students listen again and try to
write as many
verbs as possible. The student who writes
more verbs get good marks.
- Answers:
- went - were Team work
- discovered - ran
- laid - looked
- shouted - wanted
- finished - decided
- couldn't
- Ask students to give the infinitives of
Post- these verbs
listening Mapped dialogue (revision of Simple
Past Tense)
Language focus 2.
- Set the scene: Lan asks Nga about Nga's
yesterday activities.
Lan Nga
………………. lunch? No. I ate noodles
How………………. school?I……….. bicycle to
shool.
Which subject………………?
……………………
match.
Where…….. yesterday evening?
……………… home
* Answers:
Lan: Did you eat rice for lunch?
Nga: No. I ate noodles.
Homewo Lan: How did you get to school?
rk Nga: I rode a bicycle to school.
Lan: Which subject did you have
yesterday? Nga: I have math.
Lan: Where were you yesterday
evening?
Nga: I was at home.
Write twenty irregular verbs on the
notebooks
UNIT 4: OUR PAST

Lesson 5: Section: - Write 1-2 (page: 42,43)
Period 24
Aim:
Writing a short imaginary story.
Objective:
By the end of the lesson, students will be able to use Simple Past
Tense to write a folk tale.
Teaching aids:
Text book, eleven cards
PROCEDURE
arrangem
ent
Warm up * Chatting: Ask students some
questions
about imaginary stories.
Do you want to read imaginary stories?
Name some of them.
Which story do you like best?
Have you ever read the story "how the
tigers
got his Stripes"?
- Pre * teach vocabulary:
- wisdom (n) (translation)
- a stripe (n) (realia)
- a straw (n) (realia)
- a servant (n) (translation)
- (to) escape (translation)
- (to) graze (picture)
- to light - lit - lighted (mime)
* Checking: matching
- Write the new words in the list on the
left-hand side of the blackboard.
- Write the translations on the right hand
side of the blackboard.
- Ask students to come to the blackboard
to match items on the left with those on
the right by drawing a line connecting
them.
* Reading: read and complete the story.
- Ask students the meanings of the verbs
in the box
- Have them work in pairs using suitable
verbs to fill in the blanks.
- Give feedback •
* Answers:
1. appear 6. tied
2. as 7. lit
3. said 8. burned
4. left escaped
5. went
* Comprehension questions :
- Ask students to work in groups of 4 (one
table), answering the following questions:
a. Where was the man?
b. What did the buffalo do when the tiger
appeared?
c. What did the tiger want to know?
d. What did he do before going home?
Why?
e. What did he do when he returned?
* Answers:
a. He was in his field. .
b. It grazed nearby.
c. The tiger wanted to know why the
strong buffalo was the servant and thf
small man was the master,
d. He tied the tiger to a tree with rope
because he didn't want it to eat the
buffalo.
e. When he returned, he lit the straw to
burn the tiger. Get students to ask and
answer questions.
- Write the storv: Open pairs
Get students to do exercise 2. They have Closed
to imagine to be a man in order to write pairs
the story.
While - Get students to change.
writing The man  I
His My
- Get students to write individually then
share with their partners and correct
mistakes.
- Take some writings to correct in front of
the class.
* Suggested answers:
One day, as I was in a field and my buffalo
grazed nearby, a tiger came. It asked why
the strong buffalo was my servant and I
was its master. I told the tiger that I had
something called wisdom. The tiger
wanted to see it but I said that I left the
wisdom at home that day. Then I tied the
tiger to a tree with a rope because I didn't
want it to eat my buffalo. I went to get
Post- some straw and I burned the tiger. The
writing tiger escaped, but today it still has black
stripes from the burn.
* Tell the storv:
* Divide the class into 2 teams. Team A
plays the role of the tiger. Team B plays
Homewo the role of the buffalo.
rk They work in team, telling the story.
* Ask a volunteer from each team to tell
the story in front of the class.
* Team tiger changes: a/ the tiger  I
* Team buffalo changes: a / the buffalo 
I
Write the story again, imagine you
are:
 The tiger
 The buffalo
UNIT 4: OUR PAST
Lesson 6: Section: - Language focus 3-4 (page 44,45)
Period 25
Aim:
Further Practice in prepositions of time and USED TO.
Objective:
By the end of the lesson, students will be able to use prepositions
of time and USED TO (to talk about the action which always
happens in the past)
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
Revision Matching: Team work
- Write some prepositions in a list on the
left - hand side of the blackboard.
- Write the time/date/month.... on the right
hand ;jide of the blackboard.
- Divide the class into two teams: teamA
-Team B.
- Ask 2 volunteers from each team to come
to the blackboard to match the items on
the left with those on the right by
drawing a line connecting them.
- Team A uses red chalk, .team B uses
yellow chalk.
- The team which draws more correct lines
will win the game.
In January
On 3p.m Wednesday
At November 1997
Between July 2nd
After/before 6Am
7a.m. and 9 a.m.
- Give feedback
In January
In November 1997
On Wednesday
On July 2nd
At 6 a.m.
Between 7a.m. and 9 a.m.
After / before 3p.m
- Ask students to read aloud each phrase.
Practice 1. Gap filling
- Ask students to do exercise 3 on page 44
individually then compare with their Individual
partners. work
- Give feedback
a. I'll see you on Wednesday. Pair work
b. I'm going to Laos in January.
c. We must be there between 8.30 and
9.15
d. The bank closes at 3 p.m. if you arrive
after 3p.m., the bank will be closed.
e. I'll be home before seven because I
want to see the seven o'clock news.
2. Complete the dialogue Pair work
45.
- Have students work in pairs, looking at 4
pictures on page 45; using USED TO with
the verbs live - stay - have - be to
complete the dialogue between Nga and
Hoa.
- Give feedback
Nga: Where is it? It isn't Hanoi.
Hoa: No. it's Hue. I used to stay there.
Nga: Is that you, Hoa?
Hoa: Yes. I used to have long hair.
Nga: Who is in this photos?
Hoa: That is Loan. She used to be my next
door neighbor.
Nga: Are they your parents?
Hoa: They’re my aunt and uncle. They
used to live in Hue, too.
- Deliberate mistakes:
- Read aloud some sentences and ask
students to listen carefully and try to find
out the mistake. When they hear a
Further mistake, they stand up and say No then
Practice correct it.
E.g: Teacher reads aloud:
I usually stay at home in
Sunday.
A student stand up and shout:
No, on Sunday, not in Sunday.
That student will one get good mark.
a. My father used to play football when he
has spare time.
- No, had spare time, not has.
b. She used live in Hanoi.
- No, used to live, not used live.
c. My parents will arrive in 3 o'clock.
- No, AT o'clock, not in.
d. He was born in June the third.
- No, on June the third, not in.
- Look at 2 photos of your father / mother /
sister / brother when he/she was young
and now, then write the differences using
USED TO.
E.g.: My mother used to have long straight
hair and now she has curly hair.
UNIT 5: STUDY HABITS
I. Aim
Helping students:
- to give instruction and advice
- to express an obligation.
- to write a letter to a friend.
II. Language focus
1. Adverb of manner,
2. Modal: Should.
3. Command, request and advice in reported speech.
Vocabulary
III. Vocabulary
Verbs Nouns Adjectives
(to) highlight behavior mother proud (of)
(to) spell a comment tongue satisfactory
(to) a co-operaiton a
underline a habit participation
a meaning a term
lunar fair
Lesson Getting started Reading the dialogue between Jim and his
1 Listen and read Mom for details about his study.
Lesson Speak - listen Practice speaking and listening about

2 study.
Lesson Read Reading for details about different ways of
3 leaning vocabulary.
Lesson Write Practice writing letters to friends.
4
Lesson Language focus Further Practice in Adverbs of manner and
5 1-2 the modal: Should
Lesson Language focus Practice in commands, requests and
6 3-4 advice in reported speech.
Period 26 - Listen and read (page 46,47)
Aim: •
Reading the dialogue for details.
Objective:
dialogue between Jim and his Mom about his study.
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
Warm up 1. Network: T-whole
- Ask students to write as many subjects class
as they can on the blackboard.
chemistry physics math
Subjects
history
At school
geography literature
Pre- 2. Chatting: Ask students some quest is:
reading - What subject are you good at?
bad at?
- What subject do you like best? Why?
- How often do you have math?
literature?
- English?
I. Pre - vocabulary
- a report card (realia)
- pronunciation (mime)
- (to) improve (situation)
- (to) be proud of (translation)
- (to) try one's best (translation)
* Checking: Rub and remember: T-whole
- Rub out a word in English and point to class
the Vietnamese translation and ask
"what's this in English?". When all the
English words are rubbed out, go through
the Vietnamese list and get students to
call out the English words. If there's time,
While- get students to come to the blackboard
reading and write the English words again.
II. T / F statements prediction
- Ask students to read the statements (on
poster) and predict they are true or
false.
- Ask them to share with their partners.
- T / F statements:
a. Tim was out when his mother called
him.
b. Tim's mother met his teacher at school.
c. Tim's report is poor.
d. Tim needs to improve his Spanish
grammar. Individual
e. Tim promised to try his best in learning work
Spanish.
- Give feedback
1. Reading
- Get students to read the dialogue and T-whole
check their prediction. class
- Give feedback
Guess Correc
a. F t
b. T
c. 'F
d. F
e. T
- Ask students to read the dialogue and Individual

check their prediction work
* Answers:
a. F- Tim was in the living room / at home.
b. F-his report is excellent.
c. F-He needs to improve his Spanish
pronunciation.
- Ask students to work in pairs, answering Group
the questions oft page 47. work
* Questions and answers :
a. Who is Miss Jackson ?
- She is Tim's teacher.
b. What did Miss Jackson give Tim's
mother?
- She gave Tim's mother his report card.
c. How did Tim study this semester?
- He worked really hard.
d. What did Miss Jackson say Tim should
do?
- She said Tim should word harder on his
Spanish pronunciation.
e. What did Tim's mother give him at the
end of the conversation?
- She gave him a dictionary.
- Ask' students to work in open pairs the
closed pairs.
* Survey:
- Ask students to work in group.
- Ask them to stand up and ask each other
thequestion: "what subject do you need
to improve?". They have to write the
names and the subjects that their friends
answer.
Nam What subject
Mai literature
- Give feedback
- Ask students who need to improve the
same subject work in groups and discuss
Homewo how to improve.
rk Write the way how to improve the subject
that you are not good at.

Lesson 2: Section: - Speak speak (page: 47)
Period 27 - Listen (page: 48)
Aim:
Practicing speaking and listening.
Objective:
By the end of the lesson, students will be able to talk about their
study habits and to listen for specific information to fill in a report
card.
Teaching aids:
Text book, poster.
arrangem
ent
Warm up * Brainstorming T-whole
- Ask students to write their ideas on the class
blackboard. Speak English to friends in
class
listen to
the
Watch How to
English radio improve
English TV Your English program
Pre- do grammar read English read
listening English
exercise stories
newspapers/
magazines
I. Pre teach vocabulary
- behavior (n) (translation)
- a participant (n) (explanation)
- satisfactory  unsatisfactory
- cooperation (n) (translation)
- attendance (n) (translation)
- (to) appreciate (translation)
II. Prediction Individual
- Ask students to look at Nga's report and work
predict the missing information and Pair work
then compare with their partners.
a. Day present (1)
b. Day absent (2)
c. Behavior - participant (3)
d. Listening (4)
e. Speaking (5)
f. Reading (6)
g. Writing (7)
- Give feedback
While 1. Listen
listening - Get students to listen to the tape and Individual
check their prediction. work
(1) 87 days present
(2) 5 days absent
(3) Participation: Spanish pronunciation
(4) Listening: Comprehension
(5) Speaking : A
(6) Reading :A
(7) Writing: B
2. Comprehension questions Pair work
- Ask students to answer some questions
about Nga's report card. Questions and
answers:
a. Who are Nga 'a parents?
- They are Mr. Lam and Mr. Linh.
b. What's Nga's teacher's name? - Miss
Lien
c. What subject was reported? For what
term?
- English,
d. What are the comments?
- Speaking English quite well. However she
does ncod to improve her listening skill.
e.What does S stand for? What's about F,
U, A,B,C,D.
- S stands for satisfactory, F for Fail, U for
unsatisfactory, A for Excellent, B for
good, C for fair, D for poor.
- Ask students to work on their own to
answer the questions. Individual
Post- - Give feedback. work
listening Questions you your
partner
1. When do you do your homework?
2. Who helps you with your
homework?
3. How much time do you spend on:
Math?
English?
History?
Literature? Pair work
4. Which subject do you need to
improve?
5. What do you do to improve your
English?
- Ask students to work in pairs, asking their
partners questions and taking notes of
the answers.
- Ask students to work in groups of 4 or 5
to report what they have known about
their partners' study. Students can use
this structure to talk
Homewo
 Nam said he did his homework after ,
rk
dinner/
 Hoa said his father helped her with her
homework.
 Lan said she spent 2 hours studying
math.
 Ba said he needed to improve
Literature.
 Mai said she should do more grammar
exercises.
Write something about your partners'
study habits.
E.g.: "Hoa is my best friend. She works
very . hard and always get good grades.
She usually does her homework after
school..."
Lesson 3: - Section: Read (page 49)
Period 28
Aim:
Helping students to read the text for details.
Objective:
text and get specific information.
Teaching aids:
PROCEDURE
arrangem
ent
- Ask students some questions about their class
English learning.
 •Do you like learning English ?
 •How many new words do you try to
learn a day?
 •What do you do when you read a new
Pre- word?
reading  •How do you learn / remember new
words?
I. Pre - teach vocabulary
- Mother tongue (example)
- (to ) underline (example)
- (to) highlight (example)
- (to) come across (synonym) Group
- (to) stick (mime) , work
- Write new words (add some words:
different, important) all over the
blackboard (not in a list).
- Call on 2 students from 2 teams to the
front the class and ask them to stand at
an equal distance from the blackboard.
- Call out a new word in Vietnamese and 2

students must run forward and slap the
word on the board. The one who first
slaps the correct word will be the winner
and get one good mark.
- The game continues until all the words
are slapped. Pair work
II. Brains torming
- Ask students to work in pairs to make a
list of the ways how a language learner
can learn new words.
learn translate it into write
each word on
by heart mother tongue one
piece of paper
and put it into
the pocket to
learn
whenever
While
reading Pair work
Ways language
learners learn new
learn through words write it on a
small piece of
example sentences paper
and stick
everywhere in the
house
1. True / False statements
- Ask students to read the statements on
page 50 then read the text and decide
which is true and which is false.
a. All language learners write the meaning
of the news words in their mother
tongue.
b. Some learners write examples of the
words they want to learn.
c. Every learner tries to learn all the new
words they come across.
d. Many learners only learn the new words
that are important.
- Give feedback.
- Answers:
a. F b. T c. F d. T
- Have students work in pairs to answer
the questions (exercise on page 50). Pair work
- Give feedback
a. Do learners learn words in the same, T-whole
way? class
- No. They learn words in different ways.
b. Why do some learners write example
sentences with new words?
- Because they help them to remember the
use of new words.
c. What do some learners do in order
to remember new words?
- They write examples, put the words and
their meanings on stickers, underline or
highlight them.
d. Why don't some learners learn all the
new words they come across?
- They may think they can't do so.
Instead, they learn only important
words.
e. What is necessary in learning words?
- Revision is necessary in learning
Post- words.
reading f. How should you learn words?
- Learners should try different ways of
learning words to find out what is the Group
best. work
- Ask students to practice asking and
answering questions in .open pairs and
closed pairs.
* Survey:
- Ask students to work in groups of 4 or 5
to interview one another and tick the
ways they have used to learn new
words.
Ways of learning words Ng Ho …

a a
1 Make a list of words, their
meanings and learn them
by heart.
2
Write sample sentences
with new words.
3
Stick new words
4 somewhere in the house.
Underline or highlight the
5 words.
6 Read stories in English.
Learn words through
songs.
- Ask students to report about their group.
Home- Ex: "Hoa learns words by making a list of
work words, their meanings and learning them
by heart. She also reads stories in
English. Hoa........."
Write the ways of learning words that you
think are the best for you.
UNIT 5 : STUDY HABITS

Lesson 4: Section: - Write 1 – 2 (page 50,
51)
Period 29
Aim:
Writing letters to friends.
Objective:
By the end of the lesson, students will be able to know the format
of a friendly letter and practice writing a letter to a friend.
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
- Ask students some questions dealing class
with writing letters.
 Have you ever written tosomeone?
 To whom do you usually write?
 What do you often write about?
- Lunar New Year Festival (explanation) T-whole
- Enjoyable (adj) (translation) class
- (to) celebrate (example)
* Checking: Rub out and remember.
II. Ordering
- Ask students to put the parts of the letter
in the correct order.
- Give feedback. Pair work
a. Opening d. Body of the letter
b. Closing e. Signature
c. The date f. Writer’s address
* Answers:
1) (f) Writer’s address 4) (d)Body of the
letter
2) (c) The date 5) (b) Closing
3) (a) Opening 6) (e) Signature
- Ask students to read the letter on page
51 to check their order.
III. Labeling
- Ask students to label each section with Individual
the correct letter. work
IV. Comprehension questions
Ask students to work in pairs and answer some
questions
a. Who wrote the letter? To whom?
- Hoa wrote a letter to Tim, her penpal.
b. What are there in the heading?
- There are the writer's name and the
date.
c. What is the main part of the letter?
- The body of the letter is the main part.
d. What did Hoa receive a few days ago?
- She received her first semester report.
e. Is Hoa good at Math?
- No. She isn't.
f. What subject is Hoa good at?
- Science, English and History.
g. Where is she going to celebrate the
Lunar New Year Festival?
- She is going to Hue to celebrate the
festival with her grandmother.
- Ask students to practice asking and
While answering questions.
writing * Substitution writing:
51, students have to imagine that they are
Lan and write a letter to her penpal Donna
in Sans Francisco, using the given
information.
- Answers:
15 Thanh Giong Street,
Hanoi, June 10th, 2004
Dear Donna,
Thanks for your letter. I'm glad to hear you
had an interesting/ enjoyable Mother's
Day.
We received our second semester report
last month. I got good grades for
Geography, Physics and
Math but my English and History results
were poor. My teacher advises me to
improve English and History. I think I have
to study harder next school year. In a few
weeks, we 're going to celebrate the mid
Autumn festival. That is an Autumn moon
festival in Vietnam. This afternoon, I'm
going to Ha Long Bay with my aunt and
uncle by bus and I'm going to stay there
with them until the festival comes. I'll send
Post- you a postcard from there.
writing Write soon and tell me all your news.
Best,
Homewo Lan
rk * Correction: T-Whole
- Ask some students to read aloud their class
letters and correct the mistakes.
- Write a letter to your friend to tell
him/her about your second semester
report and about your Summer holiday.

Lesson 5: Section: - Language Focus 1-2 (page 52)
Period 30
Aim:
Further Practice adverbs of manner and the modal Should.
Objective:
By the end of the lesson, students will be able to use adverbs of
manner and modal Should as an advice.
Teaching aids:
Text book, ten cards
PROCEDURE
arrangem
ent
Warm up * Pelmanism: Group
work
- Prepare ten cards with numbers (from 1
to 10) on one side and the
adjectives/adverbs on the other.
- Make sure the adjective/adverbs are
mixed up, then stick them on the
blackboard so that the students can see
the numbers.
- Divide the class into two teams and ask
them to choose two numbers.
- Turn the cards over, if they match:
E.g.: soft - softly; that team has 1 mark.
- If not, turn the. cards over again and ask
the next team to continue.
- Go on until all the cards are finished. The Team work
team which has more marks will win the
game.
Presentati good warm bad fast badly
on 1
rode eat ate sit sat T-whole
hard (adj.) and hard (adv.) have different class
meanings.
* Setting the scene: "use any word from
the game Pelmanism to complete the
following sentence"
* Lan has a (1) voice and she usually
speaks (2)
* Answers : (1) soft (adj.)
(2) softly (adv.)
Practice - Help students distinguish the use of
adjectives and adverbs. Pair work
 Form: S+V+a/answer + adjective +
noun
or: S + be + adjective S + V + adverb
• Use: Adj. modifies the noun after it
the subject
Adv. modifies the verb of the
sentence
* Exercise 1 page 52
- Ask students to work in pairs to do the
exercise 1 on page 52. Students use the
adverbs in the box: softly, well, fast, badly,
hard to fill in the dialogue.
* Answers:
a. Does Mrs. Nga speak English ?
- Oh, yes. She speaks English well.
b. Ba always gets excellent grades.
- That's because he studies
hard.
c. That's our bus!
- Run fast and we might catch it.
d. I'm very sorry. I know I behaved badly
- It's all right.
e. I can't hear you, Lan
- Sorry but I'm speaking softly because I
have a sore throat.
f. Give feedback. Open pairs
Ask students to practice the dialogue in then
Presentati open pairs then closed pairs. closed
on2 * Setting the scene: pairs
- Ask students to look at Mr. Hao's house T-whole
and answer some questions. class
* Questions:
a. Is Mr. Hao's house new ?
b. Is the wall discolored?
c. How is the door?
d. Is there grass in his garden?
e. Should Mr. Hao repair the roof?
* Answers:
a. No. It isn't.
b. Yes, it is.
c. It is broken.
d. Yes. There is lots of grass in his garden.
e. Yes, he should.
- Give the explanation of the modal
SHOULD
 Form: S + should + infinitive•
 Use: give an advice
 Meaning: neân (laøm gì)
- Give students the question "what should
he do with his house?"
Practice mend? paint?
What he should
do with his house
replant? cut? repair?
- Ask students to use the verbs to'advise
Mr. Hao what to do.
* Answers:
a. Mr. Hao should repair the roof. Pair work
b. Mr. Hao should paint the house.
c. Mr. Hao should cut the grass.
d. Mr. Hao should replant the tree.
e. Mr. Hao should mend the door.
- Ask students to practice the
exchange.
Question: What should Mr. Hao do?
Answer He should repair the roof.
paint the house. Pair work
cut the grass.
replant the tree.
mend the door.
Homewo - Students work in open pairs then
rk closed pairs.
Write 5 sentences using should + Individual
infinitive and the following cues: work
a. Do morning exercise/ regularly.
b. Study hard.
c. Get up early.
d. Ride bike / carefully.
e. Keep room tidy.

Period 31
Aim:
Practicing commands, requests and advice in reported speech
Objective:
By the end of the lesson, students will be able to use reported
speed with commands, requests and advice.
Teaching aids:
Text book, poster
PROCEDURE
arrangem
ent
Warm up * Word square : Group
P R O N O U N C E L work
R E A D I M O N C I
A A I B T K A E P S
C R E P O R T C A T
T M W R I T E Z R E
I C E S T U D Y D N
- Stick the poster on the blackboard.
- Ask students to find 8 words about study
in the word square.
- Get students to work in pairs to find the
words.
- Divide the class into two teams, students
from each team go to the board and circle
the words they have found then write
them down in the column of their team.
- The team which has more words will win
the game.
* Answers-
pronounce, study, read, write
speak
report card
practice
listen
* Setting the scene: T-whole
Introduce Tim’s mother and Tim’s teacher class
–Miss Jackson by drawing their faces
(pictograms). They are talking about Tim’s
study.
- Ask students to complete the dialogue
between them.
Miss Jackson: (1) you give Tim this (2) Whole
Tim’s mother: Yes. (3) (4). Thanks (5) (6). class
Miss Jackson: His grades are (7). But he (8)
work (9) on his Spanish (10).
(1) can (2) dictionary (3) of
(4) course
(5)a (6) lot (7) good
(8) should Pair work
(9) harder (10) pronunciation. T-whole
- Ask some pairs of students to practice class
the dialogue.
- Introduce Tim and his mother. They are
at home and talking about what Miss
Jackson said.
Tim's Mom: Miss Jackson asked me (1)
give
(2) this (3).
Tim: Yes. I know.
Tim's mother: Miss Jackson said (4) (5)
(6) on (7) Spanish (8).
Tim: I'll try (9) best to (10) it.
* Answers:
(1) to (2) you (3) dictionary (4) you (5)
should (6) harder (7) your (8)
pronunciation my (10) improve.
- Checking understanding:
- What did Miss Jackson say to Tim's
mother?
"Can you give Tim this dictionary?"
- What did Tim's mother report it to Tim?
"Miss Jackson asked me to give you this
dictionary"
Form:
To ask/tell + someone + to do
something
- What else did Miss Jackson say?
"Tim should work harder on his Spanish
pronunciation"
- What did Tim's mother report it to Tim? Pair work
"Miss Jackson said you should work harder
Practice on your Spanish pronunciation".
1. Drill 1:
- Ask students to work in pairs to do
exercise on page 53 (explain the situation
clearly)
* Answers:
a. "Please wait for me outside my office"
Miss Jackson asked me to wait for her
outside her office.
b. "Please give Tim his report card for this
semester"
Miss Jackson told me to give you your
report card for this semester.
c. "Can you help Tim with his Spanish
pronunciation?"
Miss Jackson asked me to help you with Open pairs
your Spanish pronunciation. Closed
d. "Can you meet me next week?" pairs
Miss Jackson told me to meet her next
week.
- Call on some students to practice in pairs
and correct their pronunciation.
- Ask students to work in closed pairs (the
whole class work in pairs together)
2. Drill 2:
- Ask students to work with their partners
to do exercise 4 on page 53.
- Ask students to report Miss Jackson's
advice to Tim's mother in their
conversation.
* Answers:
a. Tim should spend more time on Spanish
pronunciation.
- Miss Jackson said you should spend more
time on Spanish pronunciation.
b. Tim should practice speaking Spanish
every day.
- Miss Jackson said you should practice
speaking Spanish every day.
c. Tim should listen to Spanish
conversation on TV.
- Miss Jackson said you should listen to
Spanish conversation on TV.
d. Tim should practice reading aloud
passage in Spanish.
- Miss Jackson you should practice reading
aloud passage in Spanish.
e. Tim should use this dictionary to find
out how to pronounce Spanish words. Open pairs
- Miss Jackson said you should use this Closed
dictionary to find out how to pronounce pairs
Homewo Spanish words.
rk - Call on some students to practice in pairs
and correct their pronunciation.
- Ask students to work in closed pairs.
Review commands, requests and advice in
Reported Speech.
UNIT 6: THE YOUNG PIONEERS CLUB

I. Aim
Helping students:
- to talk about the future.
- to ask for favors and offer assistance.
- to write a letter telling about the future plan .
II. Language focus
1. Present simple with future meaning.
2. Gerund.
3. Modal: may, can, could.
III. Vocabulary
(to) enroll (an) a position academic
(to) fill out application resources co-
(to citizenship a scout educational
recycle a drawing a tire
(to) tutor a fund a tutor
(to) unite an interest
Lesson Listen and read Reading for details and practice in gerunds
1 Language Focus used after the verbs: love, like, hate.
2
Lesson Speak a Practicing asking for favors and responding
2 Language Focus to favors
3a
Lesson Listen Listening for details and practicing offering
3 Speak b and responding to assistance.
Language Focus
3b
Lesson Read Reading for details about the youth
4 organization of the Boy Scouts of America.
Lesson Write Writing a letter about the future plan.
5
Lesson Getting started Further Practice in Simple Present Tense
6 Present tense with future meaning.

Lesson 1: Section: - Listen and read (page 54)
Aim:
Reading for details and practice in gerunds.
Objective:
dialogue and practice in gerunds used after some verbs: love, live,
hate, enjoy.
Teaching aids: Text book, 5 cards for drill, cassette.
arrangem
ent
Warm-up * Chatting: T-whole
- Ask students some questions about their class
activities and their summer holidays.
 •What do you usually do on your summer
holiday?
 •Are you members of the Young Pioneers
and Youth Organization?
 Are there any activity programs for the
Presentat summer?
ion  • Do you take part in them? ‘ T-whole
 • What activity do you like most? class
I. Pre – teach vocabulary
- (to) enroll (translation)
- answer application form (visual)
- Out door activities (example: Games that
you
play in the open air rather than in a
building or a house such as: football,
tennis,
swimming…)
* Checking vocabulary: Rub out and
remember.
II. Listen and read the dialogue
- Set the scene: Nga is a student in grade Pair work
eight. She wants to enroll in the activities
for the summer.
- Ask students to listen and read the
dialogue at the same time.
- Get them to work in pairs and complete
Nga’s particulars.
- Answers:
 • Name: Pham Mai Nga T-whole
 • Home address: 5 Tran Phu Street. class
 • Phone number: Not available.
 • Date of birth: April 22, 1989
 • Sex: Female
• Interest: drawing, outdoor, activities,
acting
- Ask students some questions to check
their understanding.
 • What’s her name?
 • Where does she live?
 • When was she born?
 • What are her hobbies?
- She likes drawing, out door activities and
she also enjoys acting.
III. Concept checking
- What is after “likes” ? (drawing)
- What is after “enjoys”? (acting)
- What do we call “drawing” and “acting”?
(gerund)
- What is the form of “gerunds”? (V- ING)
- When do we use “gerund”? (after some
Practice verbs: like, love, enjoy, hate, mind)
• Form:
like, love, enjoy, hate + gerund (V-
ING)
 •Drill: word cue drill.
- Prepare 5 cards with these cues on
them:
a. Play soccer / volley ball
b. Watch TV / listen to music
c. Read books / do homework
d. Chat with friends / do the housework
e. Cook meal / decorate the house
Exchange:
What are your hobbies?
I like/love playing soccer and volleyball.
- T models the first two cues, students
repeat in choral twice and then individually
(two or three students).
The third, fourth and fifth cues: new cue,
new student.
Producti - Drill the questions of the exchange first,
on then drill the answers.
- Ask some pairs of students to practice
asking and answering (open pairs) Pair work
- Get the whole class to work in pairs
(closed pairs).
* Survey:
- Ask students to copy down the chart (on
page 61): Group
- Ask students to work in groups of three work
to ask their friends and tick on the chart.
name/ Nam Mai
Do you like love like don’t love like don’t
hate like hate like
play soccer
washing up
cooking
meals
performing
music
gardening
gathering
broken
glasses
watching TV
camping
play
Homewo badminton
doing
rk
homework
- Give feedback by asking students to
report their friends' hobbies.
- E.g.: Nam loves playing soccer. He
doesn't like cooking and especially hates
washing dishes.
- Write about their friend's hobbies.

Lesson 2: Section: - Speak a (page 55)
Period 33 - Language Focus 3a (page 62)
Aim:
Practicing asking for favors.
Objective:
By the end of the lesson, students will be able to ask for favors
and respond to favors.
Teaching aids:
Cut out shark; cut out girl/boy; text book.
arrangem
ent
Warm up * Shark 'a attack: T-whole
- Cut out a shark (or crocodile) and a class
school girl/ boy from card.
- Draw some steps, then stick the cut out
girl/boy on top of the steps, the shark is
in the sea.
- Draw 5 gaps for the word - favor.
- Get students into teams (or ask them as Team work
a whole class) for a letter in the alphabet.
They have to try to guess the word. If
their guess is wrong, the girl/ boy has to
step down. If their guess is right, they
Presentat will get one mark. The game continues
ion until students find out the word - favor T-whole
and the shark can't eat the girl / boy. class
- Ask students the meaning of the word
FAVOR (söï giuùp ñôõ, chieáu coá, aân
hueä)
 What do you say to ask for a favor?
Can/could you help me?
Could you do me a favor? T-Whole
Can/could'you ........? class
 When do you ask for favor?
Need some help.
 How do you say to respond to favor?
Certainly/ Of course/ sure
No problem.
- Ask students to copy down the following Whole-
phrases: class
Asking for favor Responding for
favor
* Can/could you help * Certainly/of
me please? course/sure
Practice * Could do you me a Pair work
favor? * No problem.
* I need a favor * What can I do for
* Can / could you ... you?
* How can I help you?
* I'm sorry.I'm really
busy. Pair work
exercise 3a (page 61-62). They have to
use the expressions in the box (to ask
for a favor) to fill in blanks in the
dialogues.
- Get students to practice speaking in
pairs.
A. Could you help me, please?
Yes, certainly.
Can you buy a ticket for me?
Producti B. Could you do me a favor?
on What can I do for you?
Can you take me across the road? T-whole
C. I need a favor. class
How can I help?
Could you help me with this math
problem?
D. Can you help me please?
Yes, of course.
Can you water the flowers in the
garden?
- Set the scene then ask students to make
a dialogue between Mrs. Ngoc and Hoa
Mrs. Ngoc is carrying a heavy bag, but
she's hurt her arm so she needs some
help.
Dialogue
Mrs. Ngoc: Could you do me a favor,
please?
Hoa: Sure, what can I do for you?
Mrs. Ngoc:Can you help me to carry my
bag.
Hoa: I've hurt my arm.
Mrs. Certainly. I'll help you.
Ngoc: Thank you very much. That's
very
kind of you
- Ask students to practice the dialogue in
pairs.
- Ask students to make similar dialogues
about some of the following situations: Pair work
A. Your neighbor needs help tidying his
yard because he had broken his leg.
- Ask students to make a similar dialogue
and then practice in pairs •
* Answer:
Your neighbor : Could you help me,
please?
You : Of course. How can I help
you?
Your neighbor : Can you help me to tidy
the yard?
I've broken my leg. Pair work
You : Certainly. I'll help you.
Your neighbor : Thank you very much.
Homewo That's very kind of you.
rk B. Your friend needs help fixing her bike
because she has a flat tire.
- Ask students to make another dialogue
and then practice in pairs.
- Monitor and help students.
- Give students another situation and ask
them to write a similar dialogue: •
 Your aunt wants you to buy some
vegetables because she is busy
cooking dinner.

Period 34 - Speak a (page 56)
- Language Focus 3b (Page 62)
Aim: Listening for details and practicing speaking when offering
assistance.
Objective:
By the end of the lesson, students will be able to complete a song
and offer and respond to assistance.
Teaching aids:
Text book.
arrangem
ent
Warm up * Listen to a song T-whole
- Let students listen to the song for fun. class
Pre- - (to) unite (translation)
listening - peace (n) (antonym) - give a word with
the opposite meaning.
II. Guess the missing words
- Ask students to guess the words to fill in
the gaps in the song (page 56). Individual
- Ask them to share with their partners. work
- Ask students to listen to the song and fill
in the missing words then share with
While their partners. Individual
listening * The song: work
"Children of our land unite. Pair work
Let's sing for peace
Let's sing for right
Let's sing for love between North and
South.
Oh children of our land unite.
Children of the world hold hands.
Let's show our love from place to place.
Presentat
ion Let's shout out loud.
Let's make a stand
Oh children of the world, hold hands.
- Give feedback Whole
- Ask students to listen to the dialogue class
between a receptionist and a tourist:
Receptionist: May I help you?
Tourist: Yes. Can you show me the way
to the nearest bank?
Receptionist: Sure. Turn right when
you get out of the hotel. Turn left
at the first corner. It's on your
right.
Tourist: Thank you very much.
-Ask some questions to check students'
understanding T-whole
 What does the receptionist say? class
"May I help you?"
 What's for?
(For offering assistance)
 Another way to offer assistance?
(Do you need any help? Let me help
you.)
 How do you say to respond to
assistance?
(Yes. No, thank you)
- Ask students to copy down the following
phrases.
Offering assistance Responding
Practice assistance
* May I help you? * Yes. That's very
kind of you
*Do you need any * No. Thank you. T-whole
help? *No. Thank you. class
I'm fine. Pair work
I can manage.
* Let me help you
- Ask students to repeat chorally and then
individually all the phrases in the chart.
- Ask students to complete the dialogues
in exercise 3b (page 62)
1. A: May I help you?
B: Yes. Thank you. Could' you fill in this
form for me?
2. A: Do you need any help?
B: No, thank you. I'm fine.
3. A: Oh, this bag is heavy.
B: Let me help you.
A: Yes. That's very kind of you.
- Ask students to practice three dialogues
in pairs. First, call on some pairs of Open pairs
students to play the roles of A and B.
Teacher corrects the pronunciation. Then Closed
have students practice in closed pairs. pairs
- Give a situation, then write an open
dialogue on the board. T-whole
- Ask students to complete the dialogue. class
* Situation: A receptionist wants to help a
tourist who needs to go to the nearest
bank. Whole
Receptionist: May I help you? class
Tourist: Yes. Can you show me the way
to
the nearest bank?
Receptionist: Sure. Turn right when
you get out of the hotel. Turn left
at the first corner. It's on your
right.
Tourist: Thank you very much. Pair work
- Call on some students to practice the
dialogue in front of the class.
Homewo - Give another situation: You want to help
rk a tourist who needs to find the nearest
police station because he has lost
money.
- Ask students to work in pairs to make a
similar dialogue then practice with their
partners.
- Move around the class and help students.
Write on your notebook the dialogue
between you and a tourist who lost
money.

Lesson 4: Section : - Read 1-2 (page 57)
Period 35
Aim:
Reading Comprehension the passage about the Boy Scout of
America.
Objective:
a youth organization - the Boy Scouts of America (BSA).
Teaching aids:
Text book. Poster of II F statements.
arrangem
ent
Warm up * Jumbled Words: Team work
- Write six words whose letters are in
disorder.
1. Racchtaer. 4, Pexailn
2. lojn 5. Nessmsibuan
3. Mai 6. Thauolgh
- Divide the class into 2 teams. 6 students
from each team will write the right
words. The team which finishes first with
more right words will win the game.
* Answers:
Pre- 1. Character 3. Aim
reading 5. Businessman
2. Join 4. Explain 6. T-whole
Although class
I. Pre-Teach Vocabulary
- (to) encourage (explanation: give the
verb which means to give somebody
support).
- citizenship (translation: what's "quyeàn
coâng daân" in English?)
- coeducational (adj.) (translation)
- voluntary (adj.) (translation)
- (to) lead - led - led: (translation)
- (to) establish: tsynonym: give the Team work
synonym of to start, to create an
organization).
* checking the vocabulary: slap the board
- Put the new words on the board.

- Call 2 students or 2 teams (4 students
each) to the front of the class standing
at an equal distance from the
blackboard.
- Call out one of the new words fin
Vietnamese)
- Two students must run forwards and slap
the correct word. The student who slaps
first is the winner.
- Go on with the next two students.
II. T / F Statements Prediction
- Stick the poster with the statements on
the blackboard and guess which is true
(T), which is false (F).
1. The Boy Scout of America is a youth
While organization.
reading 2. Scouting began in America. Whole
3. William Boyce is a businessman in class
London.
4. Boys and girls can join BSA.
5. The Scouting Association is the biggest
voluntary youth organization in the world.
- Give feedback.
III. Reading
- Ask students to read the passage on
page 57 and check if their prediction is
correct or not.
- Give feedback. Ask them to correct false
statements.
Gues Answe Correction

1. s r
T
2. F Scout began in
3. F England
William Boyce is An
4. F American Pair work
5. T businessman
BSA is mainly for boys
IV. Fill In The Missing Dates

exercise 1 (Page 57)
* Answers:
a. When did scouting begin in England?
- Scouting began in England In 1907.
b. What led to the Scouts Association
crossing the Atlantic in 1910?
- The meeting between a boy scout and
Mr. William Boyce led to the Scouts
Association crossing the Atlantic in 1910.
c. What are the scouting groups that girls Open pairs
can join?
- Girls can join in the Girls Guides
Association and Camp Fire Boys and
Girls.
Post- d.What are the three aims of the scouting Closed
reading program? pairs
- They are building characters, good
citizenship and personal fitness. T-student
- Ask some students to ask and answer in
front of the class. Teacher corrects the
pronunciation. Open pairs
- Ask students to work in pairs.
Interview a member of the Boys Scouts of
America.
- Call on an excellent student in class to
practice with the teacher. T - interviewer /
S - member of BSA.
- Call some pairs of students to play the
roles of the interviewer and the member of
BSA.
Interview Member of BSA
1. When did scouting In 1907 in England.
begin? They were established
2. When were the aims in 1907. They are
established building the characters,
good citizenship and
personal fitness.
3. Can a girl join the No. It is mainly for boys
BSA? but girls can join similar
organizations such as:
tbe Girl Guides
Association or the
Coeducational Camp
fire Boys and Girls.
4. How many members Over 25 million
does
the Scouting
Association have
now? Yes. Of course.
5. Is it the largest
voluntary
Youth Organization in Yes. I'm happy to bea
Homewo the member of this
rk world? organization.
6. Are you happy to join
the
BSA?
Write the summary of the BSA

Lesson 5: - Section: Write 1-2 (page 58, 59)
Period 36
Aim
Writing a letter.
Objective:
By the end of the lesson, students will be able to write a letter
about II a future plan using "be going to".
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
Warm up * Revision of the structure: "be going to"
- Ask students the usage of "be going to"
(to express a future plan).
- Get students to make the sentence:
"I'm going to + Verb". The verbs have to T-whole
begin with a letter from A to Z. class
- Give example:
T : I'm going to accept their invitation.
S1: I'm going to buy a new bicycle.
S2: I'm going to dean the house.
S3: I'm going to dust the furniture.
S4: I'm going to
explain..........................
- Go on until the last student with the
sentence: "I'm going to yell".
Pre- (It is difficult to find a verb beginning with
writing the letterZ).
- (to) raise fund (translation) T-whole
- a bank (visual) class
- natural resources: (example: coal; oil,
iron.,. under the ground or the sea.)
II. Reading the notice
- Ask students to read the notice - To: All Y Individual
and Y members on page 58. work
- Get students to work in pairs to answer
questions
* Questions:
a. What do members of the Y and Y have
to do in-the
recycling program? Pair work
b. What is the purpose of the recycling
program?
c. What other programs can members of
the Y and Y participate in?
* "Answers:
a. They have to collect glass, paper and
cans to send them for recycling.
b. The purpose of the recycling program is
to save natural resources and to earn
money for the organization.
c. They can participate in other programs
such as raising funds for the poor,
helping street children, planting trees Pair work
and flowers along the sidewalks or in
the parks.
- Give feedback and get some students to T-whole
work in open pairs. class
III. Complete the letter
- Ask some questions to set the scene:
 • Who writes the letter? (Nga)
 • To whom does Nga iwrite? (Linh)
 • Is Nga a member of Y&Y? (Yes)
 What does Nga write to Ling about? (She
writes about the programs of her school Pair work
Y&Y that she is going to participate in.
- Get students to work in pairs to fill in the
gaps in the letter.
- Give feedback
* Answers:
Dear Linh,
I'm glad to tell you that I'm going to have
interesting activities.
The Y & Y is having a plan to help the
community. I will participate in its
recycling program. In joining
this program, I will collect the glass, used
paper and cans. Then I will send them for
recycling. I hope I can save natural
resources and raise/earn some money for
my school Y & Y in these, activities. I also
think about participating in either planting
trees and flowers or helping street
children. It is really interesting, isn't it?
Write to me soon and tell me all your
news. T-whole
Love, class
Nga
IV. Reading the dialogue:
- Set the scene: Hoa talks to her aunt
about the Y & Y Green Group, about the
activities that she is going to do.
between Hoa and her aunt.
- Ask them some questions to check their
understanding.
 Why does Hoa look happy?
- Because she is able to join in the Y & Y Team work
Green Group.
 • What is she going to do in the
environment month?
- She going to clean the lakes' banks, plant
trees and flowers in the park and water
them. Group
 • What are they doing to earn money for work
While their school Y & Y?
reading - They are going to plant young trees to
sell to some schools.
- Ask students to help Hoa to write a letter
to her parents.
- Get students to work in group of 4 or 5 to
write a letter on poster.
* Suggested letter:
Dear Mom and Dad,
I'm very happy to tell you that I'm able to
join in the Y & Y Green Group of my school.
The Green Group is holding an
environment month plan. We are going to
clean the lakes' banks on weekends. We
are also going to plant trees and flowers in
the park and water them every afternoon
after class. We are planting young trees
and plants to sell to other schools.
I hope that we can bring more green to the
city and earn some money for the school Y
& Y. The program is very interesting and
useful, isn't it?
Post- I'm still in a very good health. 1 will tell T-whole
writing you more about the group activities later. class
With love,
Hoa.
- Move around the class and choose four
letters from 4 group.
Homewo - Ask them to stick their letters on the
rk board
- Get the whole class to read the 4 letters
and correct them.
- Ask each student to help Hoa write a
letter to her parents.

Lesson 6 Section: - Getting started (page 54)
Aim:
Introducing some activities of the Y & Y organization and
practicing Present Tense with future meaning.
Objective:
By the end of the lesson, students will be able to use Simple Press
Tense to talk about future activities.
Teaching aids: Text book, 6 cards of cues, picture of a stadium
PROCEDURE
arrangem
ent
Warm up - Brainstorming: Whole
collect help class
waste paper blind
people
The Y & Y
rograms
* Possible answers:
- Clean up the streets
- Help elderly people
- Take part in sports
- Help handicapped/ street children
- Collect and empty garbage.
- Plant trees and flowers
- Water trees and flowers
Presentat - Support cultural activities
ion I. Pre – teach vocabulary T-whole
- a rest home: (explanation: a place where class
old or sick people are cared for)
- an orphanage: (explanation: a place
where children without parents live.)
- A stadium (picture)
* Checking vocabulary : Rub out and
remember
II. Setting the scene
- Introduce the dialogue : Lan and Mai are
members of the Y & Y organization. They
are talking about the summer activity
program.
- Ask students to complete the following
dialogue:
Lan: (1) we collect and empty garbage?
Mai: At Dong Xuan Market.
Lan: (2) we collect (3) ?
Mai: On January 9
Lan: (4) we start and (5)?
Mai: (6) 8am and (7) 5pm.
* Answers:
(1): where do (2) when do
(3): an empty garbage (4): what time do
(5): finish (6): we start at
(7): finish at
- Ask some students to play the roles of Pair work
Mai and Lan to practice the dialogue.
III. Concept checking
- Ask students some questions to check T-whole
their understanding. class
 • When do we use “where”?
• (to ask for the place).
 • When do we use “when”?
(to ask for the date)
 • When do we use “what time”?
(to ask for the time)
 • Is the date at present or in the future?
(in the future)
 What tense do we use in the dialogue?
- (Simple Present Tense)
 We use simple present tense to
Practice express an action that happens in the
future.
* Drill:
- Ask students to practice asking and Pair work
answering about the Y & Y activity
program by using the following cues:
a. Collect and empty garbage / Dong Xuan
Market.
- Where do they collect and empty the
garbage?
- At Dong Xuan Market. T-whole
b. Plant and water trees / parks. class
- Where do they plant and water trees?
- In the parks.
c. Help elderly people / March 26
- When do they help the elderly people?
- On March 26.
d. Clean up the streets / June 2
- When do they clean up the streets?
- On June 2.
e. Water trees and flowers / 6am – 7am. Pair work
- What time do they water trees and
flowers?
- They start at 6am and finish at 7am.
f. Collect and empty garbage / 8 am –
5pm.
-What time do they coleect and empty T-whole
garbage? class
- They start at 8am and finish at 5pm. Individual
- T models 2 cues, students repeat chorally work
Producit and then individually. Pair work
on - New cue / new student.
- Call on some students to ask and answer.
- Ask all students to work in pairs.
- Ask students to look at the chart on page
60 to talk about the Y & Y Organization
Activity Program.
- Get each pair to ask and answer 3
questions about the place /date/ time.
E.g: a. Where do they plant and water
trees along the street?
- In the City Center Streets.
b. When do they plant and water trees?
- On February 2.
c. What time do they start and finish
work?
- They start at 7am and finish at
10am.
Homewo - Ask students to work in open pairs then
rk closed pairs.
- Ask students to write on their notebook
the report on the Y & Y organization Spring
Activity Program.
E.g: On January 9, the students collect and
empty garbage at Dong Xuan Market
between 8am and 5pm.
UNIT 7 : MY NEIGHBORHOOD
I. Aim
Helping students:
- to make comparisons
- to ask for information and assistance
- to write a community notice.
II. Language focus
1. Present Perfect with FOR and SINCE.
2. Adjectives:
- like - (not) the same as
- (not) as … as - different from
III. Vocabulary
(to) contact an air mail a pan cake a roof air-
(to) notice comfort a parcel a selection conditioned
(to) serve iscount a product a surface convenient
a mall a resident mail tasty
a wet
market
Lesson 1 Getting started Reading for specific information about places

Listen and read in the neighborhood.
Lesson 2 Speak Practice speaking about how to send 3 parcel

or to post a letter.
Lesson 3 Listen Listening for details to complete the
advertisement.
Lesson 4 Read Reading for details about the opening of a
shopping mall in Nam' neighborhood.
Lesson 5 Write Writing a notice and practice in making
comparisons.
Lesson 6 Language Practice in the Present Perfect Tense.
Focus 1-2-3-4
UNIT 7: MY NEIGHBOR HOOD

Period 40 - Listen and read (page 64)
Aim:
Helping students to know about the places in their neighborhood.
Objective:
Na's new neighbor.
Teaching aids:
Text book.
PROCEDURE
arrangem
ent
Warm up * GETTING STARTE Individual
- Ask students to match the names of work
places with the suitable pictures.
* Answers:
a. grocery store
b. stadium :
c. wet market (chôï caù töôi soáng)
d. drug store
e. hairdresser 's
f. swimming pool
- Ask for their meanings to make sure
students know exactly what they mean.
Pre- I. Pre - teach vocabulary T-whole
reading - close by (adv.): (explanation: at a short class
distance)
- (to) serve: (give somebody food or drink)
- a pancake (translation)
- tasty ( adj ) (what means the same as
"delicious"?)
* checking vocabulanj: What and where
- Ask students to repeat the words

chorally, then rub out woifd by word but
While leave the circles. Pair work
reading - Go on until all the circles are empty. Get
students to go to the blackboard and
write the words in the correct circles.
II. Pre - questions
- Set the scene: Nam and Na are talking
about the place where they live. But Na is
new there.
- Give two questions and ask students to
work in pairs to guess the answers.
a. How long has Nam lived in that
neighborhood?
b. Where does Na want to go?
- Ask students to listen and read silently
the dialogue between Nam and Na then Individual
ask them if their answers are correct or work
not. Pair work
- Answers:
a. He has lived there for 10 years.
b. Na wants to go a restaurant.
- Give feedback.
III. Complete the sentence
- Ask students to do the exercises 2 on
page 64. They work individually then
compare with their partners.
- Answers:
a. Na is new to the neighborhood.
b. She and her family arrived last week.
c. Na's mother is very tired.
d. There is a restaurant in the area.
e. The restaurant serves food from Hue.
f. Nam thinks the pancakes are tasty.
IV. Answers given Pair work
- Give students some answers and ask
them to make questions.
- Answers:
a. Nam has lived here for 10 years
b. Yes. My mother is too tired to
cook
c. The restaurant serves Hue food
d. Hue food is very good.
- Ask students to work in pairs to make
questions for those answers.
* Questions:
a. How long has Nam lived here?
b. Is Na's mother tired?
c. What kind of food does the restaurant Open pairs
serve?
d. What is the food like?
- Ask some students to ask and answer the Closed
Post questions. Teacher can correct their pairs
reading pronunciation.
- Get students to work in pairs. Individual
* Write: work
- Ask students to write a passage about
their neighborhood by answering the
following questions:
a. How long have you lived in your
neighborhood?
b. Do you like it? W|hy? (people are
friendly/ the environment id good/safe)
c. Is there a restaurant/post office/
market / bank / shop is your
neighborhood?
d. How do you do to! keep your
neighborhood clean?
- Students write, teacher moves around
the class and helps students.
Homewo - Ask students to complete their writing.
rk
UNIT 7: MY NEIGHBORHOOD
Lesson 2: Section: - Speak (page 64, 65)
Period 41 I
Aim:
Speaking about how to send a parcel or a letter.
Objective:
By the end of the lesson, students will be able to talk about how to
send parcels or letters. !
Teaching aids: :
Text book.
arrangem
ent
Warm up Chatting: T-Whole
- Show a letter and ask students some class
questions:
 •What is this? (a letter)
 •Where can I post it to my friend? (at the
post office)
 • How can I post it? (Stick stamp on it)
 • How much? (800 VN dong)
 • Is it more expensive when I send a
parcel?
Presentat (Yes. Of course)
ion  • Have you ever sent a letter or a parcel?
- Introduce the new lesson. T-Whole
I. Pre - teach vocabulary class
- air-, mail (explanation: letter or parcel
sent by air)
- surface mail: (letter or parcel sent by
bus, train or ship...
- charge (v) (n)
* Checking vocabulary: Rub out and Individual
remember work
II. Reading Comprehension Pair work
- Set the scene: Mrs. Kim wants to send .a
parcel to Qui Nhon, so she has to go to the
post office.
Give students some questions:
a. Does Mrs. Kim send surface mail? Why?
b. What's the weight of her parcel?
c. How much does she pay?
- Ask students to read out the answers.
- Get students to wore in pairs to compare
their answers.
- Answers:
a. Mrs. Kim send the parcel surface mail
because it is much cheaper.
b. Her parcel is five kilograms.
Practice c. She pays 19,200 dongs. Pair work
- Call on some students to ask and answer T-a
the students.
questions.
- Call on a student ti play the role of Mrs. Open pair
Kim and practice the dialogue with teacher
(clerk)
- Call on some pairs jof students to Close pair
Further practice the dialogue. Teacher corrects
Practice their pronunciation.
- Ask students to practice the dialogue in
pairs.
- Set the scene and ask students to make Whole
the dialogue. class
1. Mrs. Lan wants to p^st a letter air mail.
- Ask students to make the dialogue
between Lan and the clerk in the post
office.
- Elicit and encourage students to make
the dialogues themselves.
- Expected dialogue:
Clerk : Can I help |you?
Mrs. Lan : I want to send a letter to
Kontum.
Clerk : Do you want to send it airmail
or surface mail?
Mrs. Lan : I send it airmail. How much is
it?
Clerk : Let me see. Mmm, 15 grams, it
's Only1,200 dongs.
Mrs.Lan : Here you are.
Clerk : Thank you
- Get students to practice the dialogue in
pairs.
- Give other situations and ask students to
make similar dialogues. The box on page
65 will help students know the price.
2. Postcard / HCM City / airmail / 15g Group
3. parcel / Ca Mau / airmail / 2 kgs. work
4. Parcel / Buon Me Thuot / surface / 5 kgs Open pairs
- Divide class into 3 groups, each prepares
a dialogue. Closepairs
Homewo - Ask 2 pairs from each group to practice
rk their dialogue. Teacher corrects their
pronunciation.
- Get students to work in pairs, practicing
three dialogues. Teacher moves around
and helps students.
- Ask students to write a dialogue on their
notebooks.
UNIT 7: MY NEIGHBORHOOD
Lesson 3: - Section: Listen (page 65, 66)
Period 42
Aim:
Listening for specific information.
Objective:
By the end of the lesson, students will be able to know what Na is
going to do on the weekend by listening.
Teaching aids: Text book, cassettes
PROCEDURE
arrangem
ent
Warm * Brainstorming and guessing: T-whole
up/ - Ask students to look at 4 advertisements class
Pre- of “what’s on this week?” and get students
listening to guess what is in the blanks 2-3-4
1. Movies ________ The new comer (has
been done)
2. Place Stadium
School ground
City / Town Ground
3. Activity drama / play
English Speak Club / Contest
Dancing
Picture Exhibition
Music
4. Place Gallery
Culture house
School
City Hall
- Set the scene: "Na is new in the
neighborhood. She is talking to Nam about
what she 's going to do on the weekend".
- Ask students to lisien to the tape and fill
While in the blanks in each advertisement Individual
listening 1. Listening task 1: work
- Let students listen to the tape twice and
give the answers.
- Give feedback.
* Answers:
a. The new comer
b. Town Ground
c. English speaking Contest
d. Culture House
2. Listening task 2: Individual
- Ask students to read the statements in work
the exercises 2 page 66.
- Get students to guess which is true,
which is false and which has no
information. Pair work
- Ask them to share their ideas with their
friends.
- Give feedback.
- Let'students listen to the conversation
again and tick in the correct boxes: True /
False or No information.
* Answer Tru Fals No
e e information
a. Na doesn’t know the 

neighborhood very well
b. Na doesn’t like movies 
c. Na will go to the photo 
Exhibition.
d. Na won’t go to the English 
Speaking Cotest.  T-whole
e. Na will go to the soccer class
match with Nam. 
f. Nam is a soccer fan.
3. Comprehension questions:
their understanding of the conversation.
a. Does Na like movies?
(Yes)
b. Why won't she go to see the film "The
New comer"?
(because she has seen it before)
c. Why won't Na go to the photo
exhibition?
(because it doesn't open during the

weekend)
d. Who will Na go to the soccer match
with?
(Nam, Ba and Minh)
e. What time does the match start?
Post (At 4 p.m.) Group
listening - Let students listen again if necessary. work
- Ask students to work in groups to talk to
their friends about what Na is .going to do
this weekend.
Ex: "Na looks at the advertisements to
decide what to do and where to go this
weekend. She likes movies but she won't
see the film at Millennium Cinema because
she has seen it before. She won't go to the
photo exhibition because it doesn't open at
weekends. She cannot go to the English
Speaking Contest either because it is on
Thursday. Finally, she decides to go to the
soccer match with Nam because she thinks
it must be fun to watch a real match at the
stadium and she wants to visit the Town
Ground too.
- Ask the volunteer from each group to tell
the whole class about Na.
- Ask students to write a short passage
about
what Na is going to do._
UNIT 8: COUNTRY LIFE AND CITY LIFE

I. Aim
Helping students:
- to talk about differences.
- to talk about future events and changes.
- to write a letter to a friend.
II. Language focus
1. Present Progressive
•To talk about the future.
•To describe changes with get and become.
2. Comparative and Superlative adjective.
III. Vocabulary

(to) face a nature accessible plentiful
(to) prefer drought strain adequate rural
(to) a facility a peaceful urban
struggle a flood tragedy Permanently
a typhoon (adv)
migrant
Getting started Reading for details about the

Lesson 1 Listen and read differences between the city and
country life.
Speak Speaking about the changes, using
Lesson 2 Language Focus 3 the Present Progressive Tense with
Get and Become.
Listen Listeng for details and Further
Lesson 3 Language Focus 1- Practice in Present Progressive Tense.
2
Read Reading the text for details about the
Lesson 4 problems of farmers moving to the
city.
Write Writing a letter to a friend about their
Lesson 5
neighborhood.
Language Focus 4- Further Practice in Comparative and
Lesson 6
5 Superlative adjectives.

Period 46 - Listen and read (page 72,73)
Aim:
Reading for details about the differences between city life and
country life.
Objective:
By the end of the lesson, students will be able to talk about the
city life and the country life.
Teaching aids:
Text book.
PROCEDURE
arrange
ment
Warm * Chatting: T-Whole
up - Talk to students about life in the city and class
life in the country by asking some
questions.
a. Where do you live?
b. Do you want to live in the city ? Why?
Pre- c. Do you want to live in the country? Why?
reading I. Pre - teach vocabulary
- a relative (example: uncles, aunts, T-whole
cousins) class
- peaceful (synonym: the synonym of quiet
and calm).
- permanently (adv.) (explanation: its
means existing all the time)
- Accessible (translation)
- Medical facilities (translation)
* Checking vocabulary : Rub out and
remember.
II. Brainstorming (getting started)
- Get students to talk about city life and
country life. The words in the box of
getting started may help them.
noisy quiet
city life
country
life
* Possible answers:
- tall buildings - beautiful views
- plenty kinds of - fresh food
goods - fresh air
- polluted air - friendly
- traffic jams - peaceful
While - entertainment
reading - busy
between Na and Hoi and compare their
ideas.
- Give feedback and get more information. Pair work
1. Comprehension Questions
- Get students to work in pairs to answer the
questions in exercise 2 on page 73.
a. Where has Na been?
Na has been to Kim Lien Village.
b. How long was she there?
She was there for the weekend.
c. What is her opinion of the
countryside?
To her, the country aide is peaceful and
quiet and there is nothing to do.
d. Na says "there is nothing to do", what
does she mean by this?
There is no libraries, no movies, no
supermarkets, no zoos...
e. What are some of the changes that Hoa
mentions?
Country life is becoming better. Many
remote area are getting electricity.
People can now have things like
refrigerators and TV, medical facilities are Pair work
more accessible.
- Ask students to work in pairs to answer the
Post questions.
reading - Ask some pairs to practice the dialogue. Group
2. Discussion work
- Divide the class into 4 groups. Two
groups include students who prefer the
dty life and the others include students
who prefer the country life.
Producti - Ask students to work in groups to answer
on the questions.
Do you prefer the dty or the country life?
Why? Pair work
1. Speaking 1:
- Ask students to look at the two pictures oil
page 73 and talk to their partners about
the changes of the town. The words in the
box under the pictures may help
students.
- Write the word prompts on the board so
that students can speak easily.
Eg:
traffic busy
sky cloudy
houses high
city beautiful
trees green (trees)
- Monitor and help students speak.
* Possible answers:
 The traffic is getting busier.
 There are more tall buildings and houses.
 The houses are getting more modern.
 The town is becoming more beautiful.
 There are more green trees.
 The streets are becoming cleaner larger /
noisier
 Goods are getting more expensive.
2. Speaking 2:
- Ask students to work in groups and talk Group
about changes in their hometown/ work
neighborhood.
- Call on volunteer from each group to show
their ideas before the class. Other groups Individual
Homewo can add in their ideas. work
rk - Ask students to write some sentences,
using Present Progressive Tense to
describe changes in their school.

- Language Focus 1-2 (page 77, 78)
Aim:
Listening for details to complete the dialogue and Further Practice
in Present Progressive Tense.
Objective:
By the end of the lesson, students will be able to complete the
dialogue by listening and Further Practice in Present Continuous to
talk about the future,
Teaching aids:
Text book, cards.
PROCEDURE
arrangeme
nt
Warm * Matching: Group work
up - Prepare eight cards with phrases on
them.
- Write eight verbs on the board (play, do,
watch, go, clean, have, phone, speak).
- Divide the class into 2 teams.
- Hand out each team 8 cards.
- Ask students to stick the cards with
phrases besides the suitable verbs: Eg:
play-table tennis.
- The team which is faster is the winner.
* Answers:
play table tennis
do my homework
watch a program
go to violin lesson clean
clean the house
have a meeting
phone my aunt, Mrs. Hang
speak to Mom
Pre- - Ask students to use the suitable verbs in
listening the Present Progressive Tense to
complete the dialogue in the exercise 2 Pair work
page 78. T-Whole
- Get students to work in pairs. class
- Call some pairs to practice the dialogues
before class and teacher corrects.
* Answers:
a. am playing b. are doing
c. am watching d. am going
e. are cleaning f. am having
* Concept checking:
 What tense do we use in 6 dialogues?
(Present Progressive Tense )
 What is the form? (am / is / are + V-ing)
Look at the adverbs of time in the
dialogue. Are they at present or in the
future?
(in the future)
While  Present Progressive Tense is used to talk
listening about the future. Individual
- Set the scene: "Aunt Hang is talking to work
Lan on the phone. She is coming to visit
Lan in Hanoi".
- Ask students to listen to the tape and
complete the dialogue on page 74.
- Let students listen twice and find out the Pair work
missing words individually.
- Ask students to share their answers with
their partners.
* Tape transcript:
Lan: Hello.
Aunt Hang: Hello. Is that Lan?
Lan: Yes. Who is this?
Aunt Hang: It's Aunt Hang. How are you?
Lan: I'm fine. Where are you
phoning from?
Aunt Hang: Hue. I'm calling to tell you
uncle Chiand I are coming to visit you next
week.
Lan: Great! When are you arriving? Pair work
Aunt Hang: On Thursday. We're arriving in
Hanoi in the late afternoon.
Lan: OK. Do you want to speak to
my Mom?
Aunt Hang: Yes, please.
Lan: Hold on a moment and I'll get
her.
- Ask students to (Jo exercise 1 on page 77
Post- - Call on some students to practice the
listening dialogues on page 77.
- Give them the shipping information and
ask them to make similar dialogues.
Eg l:
Si: Is the boat to Qui Nhon leaving at
11.30? Pair work
S2: Is that good fortune?
S1: That's right.
S2: I'm very sorry. It's been delayed.
S1: Oh no!
S2: Now, it's leaving at 13.55
Eg 2:
S1: Is the boat from Camau arriving at
11.00.
Homewo S2: Are you talking about Diamond Eyes?
rk S1: Yes.
S2: It's arriving on time.
- Ask students to write 5 sentences, using
Present Progressive Tense about what they
are doing next week.

Lesson 4: Section: - Read (page 75)
Period 49
Aim:
Reading Comprehension about the problemof people from
countryside moving to the city.
Objective:
text about one of the social problems.
Teaching aids: Text book, poster.

arrangem
ent
Warm * Jumbled Word*: Group
up - Write the words with disordered letters work
on the board (or use the poster)
 Fulentipl  plentiful
 Taneru  nature
 Loofd  flood
 Roestdy  destroy
 Laputipoon  populatio
 suertl  n
result
 ciliestiaf 
facilities
- Ask students from each team to go to the
board and write the correct words.
- The team which is faster with more
correct words wwords wins the game.
Pre- I. Pre - teach vocabulary
reading - rural (adj.) (explanation: something deals T-whole
with the countryside) class
- urban (adj.): (antonym)
- (a) stain: (translation)
- (a) typhoon: (synonym)
- (a) drought (explanation: hot and dry
weather for a long time)
- (to) struggle (translation)
- (a) migrant (explanation: a person who
moves from one place to another
especially in order to find work)
- (to) increase (translation)
* checking vocabulary: what and where.
II. Brainstorming
- Ask students to think of the difficulties of
farmers' life. Typhoons Whole
Floods get little class
money
Difficulties
of
farmers’ life
* Possible answers:
- Droughts
- the weather
- hard work
- no vacations
- lack of dean water/ electricity
- insects destroy harvests
- Ask the students to guess how farmers
deal with difficulties.
- Get students to work in groups to guess. .
- Let students read the text silefftly and
answer the questions : "What do many
farmers do to solve their prolem?"
* Answer: They move to the city so that
they can get well - paid jobs.
While III. Gap - filling Pair work
reading - Ask students to work in pairs to complete
summary 1 on page 75, using the
information from the passage.
* Answers:
"People from the countryside are leaving
their home to go and live in the city.
Farming can sometimes be a difficult life
and these people from rural areas feel
the city offers more opportunities.
However, many people coming to the
city create problems. There may not be
enough schools or hospitals, while water
and electricity supplies may not be
adequate. This is a problem lacing Pair work
governments around the world."
IV. Finding the words
- Ask students to do exerci&e 2 on page
75.
- Let them read the text again and work
with their partners.
* Answers:
a. of the countryside  rural
b. as many as needed  plentiful
c. become greater or larger  increase
d. a great pressure  strain
e. a terrible event  tragedy
f. of the city or city life  urban
Post - * Discussion: Group
reading - Give a situation: If you wer a Minister, work
what would you do for farmers?"
- Ask students to work in groups and
discuss.
* Possible answers:
 • Build streets, theaters, stadium in the
country.
 • Build schools, hospitals
 • Provide clean, water, electricity,
facilities
 • Build factory.
Homewo  .........................................................
rk - Ask 4 volunteers from 4 groups to show
their ideas before the class.
- Ask students to write 5 things that the
government should do for the rural areas.
UNIT 8: COUNTRY LIFE AND CJTY LIFE

Lesson 5: Section: - Write (page 76)
Period 50
Aim:
Writing letters to friends about the neighborhood.
Objective:
By the end of the lesson, students will be able to write letters to
their friends about their neighborhood.
Teaching aids:
Text book, cards.
PROCEDURE
arrangeme
nt
Warm * Revision: Whole
up - Ask students to put the, outline for an class
informal letter in the correct order.
- Prepare 6 cards with 6 outlines on them.
- Call six students to hold them and stand
in a random order.
- Ask some other students to rearrange
them in the correct order.
- Write the answer on the board so that
students can remember the outline of a
letter.
1. Heading
 •Writer's address.
 •Date
 •Dear.....,.,,,,
2. Opening
3. Body of letter
4. Closing
* Answer questions:
Pre- - Ask students to work in pairs to answer
writing the questions in exercise 2 on page 76.
- Give feedback
a. Where do you live?
(I live in a small town / big city / village)
b. What does your house look like?
(My house looks very nice / small with
4/5 rooms and a nice/ small garden)
c. What can you
see front your bedroom
window? . ' '
(From my bedroom window, I can see a
small park with many green trees and
colorful flowers.)
d. How far is it from
your hpme to school?
(It's far from my home so I have to ride
my bike / It's very near so I can walk.)
e. What kinds of facilities are there in your
neighborhood?
(There is a park / a swimming pool/ some
restaurants, a post office / ft library.)
f. What things in your neighborhood do you
like best? Why?
(I like the park best because I can walk
with my sisters after dinner/ every
morning / I like the library best
While because I can read many interesting
writing books, or study or learn how to uee the Individual
computer there.) work
- Ask students to write letters to friends Pair work
about their neighborhood.
- Let them write individually.
- Ask them to compare with their partners
and correct if they can.
- Suggested letter:
(Writer’s address)
(date)
Dear.......
I live in ...... a small town. My family has a
large house with four rooms and a small
garden. My sister and I share one bedroom.
From the bedroom window, I can see a
beautiful park with green trees, flowers and
a pood. We don't live far from my school so
I usually walk there.
In my neighborhood, there is a swimming
pool and a beautiful park. On the weekend,
I often go swimming with my friends. Early
in the morning, I always jog with my sister
around the park. But the thing I like best in
my neighborhood is the public library near
my school. There I not only can study and
read books but also watch video and learn
how to use the computer.
Do you have a library like that in your
neighborhood? Is there anything
interesting in the place where you live?
Write to me.
I'd like to say goodbye now. I'm looking
Post forwards to hearing from you soon.
writing Love, T-Whole
(Signature) class
Homewo * Correction:
rk - Choose some letters to correct before
class (using projector if possible)
- Ask students to write their letter (after
correction) on their notebooks.

Period 51
Aim:
Further Practice in comparative and superlative adjectives
Objective:
By the end of the lesson, students will be able to use comparative
and superlative adjectives.
Teaching aids:Book, red and yellow chalk.
PROCEDURE
arrangeme
nt
Warm up * Brainstorming: Group work
- Ask students to find out short adjectives
and long adjectives they have learnt.
- Divide the class into 2 teams, one using
yellow chalk and the other red chalk.
- Get students to go to the blackboard
and write the adjectives.
expensive big
Long short
adjectives adjectives
* Answers:
- accessible - busy
- beautiful - easy
- convenient - cheap
- difficult - good irregular
- intelligent - bad adjectives
- comfortable - poor
- delicious - fresh
- interesting - small
Presentat
ion
- Remind students of the forms of

comparative and superlative
adjectives. Whole class
 Comparative:
Short adjective - ER + than + object
More long adjective + than + object
 Superlative:
The + short adjective - EST
The MOST + long adjective
 Irregular adjectives:
good/well - better - the best
Practice Pair work
bad - worse - the worst
many - more - the
most
little - less - the
least
79. They have to work in pairs to make
comparisons between the city and the
country about: food,
traffic, transport, air, entertainment,
medical facilities, schools, electricity
with the adjectives; easy, expensive,
cheap, good, bad, poor, big, accessible,
fresh.
- Give some examples.
a. The air in the country is fresher
than in the city.
b. The medical facilities in the city are
more accessible; than in the country.
- Move around the class and help the
students write comparison sentences.
- Let each student read aloud one of the
sentences they have made.
* Possible answers:
a. The food in the city is more expensive
than in the country.
b. The school in the city is bigger than in
the country.
c. Electricity in the city is better than in
the country.
d. The entertainment in the country is
poorer than in the city.
e. The traffic in the city is busier than in
the country.
f. The transport in the country is worse
than in the city.
g. .......................................................
Producti - Let students make any sentence they
on want, only focus on the structures, not T-whole clas
on the meaning.
- Ask students to dp exercise 5 on page
79.
- Ask them read the advertisement then
ask them some questions to check
 What are advertised?
(an apartment, a villa and a house)
 How old are they?
(The apartment is 2 years old, the villa
is 5 years old and the house is new).
 How much do we pay per month?
(900,000 dongs for the apartment; 6,6
million
dongs for the house and 7,8 million
dongs for the villa).
- Divide the class into 2 teams and ask Group work
them to play the game Noughts and
Crosses. One team is Noughts (O) and
the other is Crosses (X).
- Two teams choose the words in the
boxes in turns. Then use the
comparative or superlative. If the
sentence is correct, they will get one
mark.
- The team which has 3 noughts or 3
crosses on a line will win the game.•
Draw this chart on the board and the
game begins
1 2 3
old expensiv big
e
4 5 6
expensiv small hot
e
7 8 9
biff beautiful old
* Possible answers:
a. The villa is older than the apartment.
b. The house is more expensive than
the apartment.
c. The villa is bigger than the apartment.
d. The apartment is smaller than the villa.
Homewo e. The apartment is hotter than the
rk house.
f. The house is the biggest.
g. The villa is the most beautiful.
h. The-apartment is older than the house.
- Students can make more sentences.
- Ask students to write 5 sentences

comparing their house with their
neighbors'.
UNIT 9 : A FIRST- COURSE

I. Aims
Helping students - with the knowledge of the situations which require
first - aid.
- to make and respond to offers, promises and
requests.
- to write a thank- you note.
II. Language Focus
1. in order to, so as to
2. Making requests, offers and requests using modal, "will".
3. Future simple with "will/ shall".
III. Vocabulary
Verb Noun Adjectiv
e
(to) bleed bite ambulance conciou
(to) elevate burn parademic s
(to) crutch wheelchair sterile
minimize emergenc tissue
(to) lie flat y damage
(to) lower eye chart
(to) fainting
overheat injection
(to) ease promise
shock
sting
stretcher
treatment
victim
wound
Listen and Head 1, 2 Reading a dialogue for details about the

situation which requires first- aid.
Speak Language Focus Practice in making and responding to

2,3,4 offers,requests and promises. Future simple
with "will/ shall"
Listen Listening for specific information about
what is happening at a hospital.
Read Language Focus 1 Reading for instructions about the

situations which require first- aid., ^ Using
"in order to/ so as to" to express purposes.
Write 1, 2, 3 Write a thank-you note.
UNIT 9 : A FIRST- AID COURSE

Lesson 1: Section : - Getting started (page 80)
Period 56 - Listen and Read 1, 2 (page 80, 81)
Aim: Reading for details about the situations which require first – aid.
Objectives: By the end of the lesson, Ss can know what they would in
the situations which require first – aid.
Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing.
PROCEDURE
arrangeme
nt
Warm-up  GETTING STARTED
Kim's game •
- Ask Ss to open their, books and look at Whole class
the things on page 80 (for 20"). Tell them
these things are often used for first- aid.
- Divide the class into two groups.
- Ask Ss to close their books and go to the Team work
board to write the names of the things
they've just seen from memory, (either in
English or Vietnamese)
- Tell them the group having the most
right English words is the winner. Whole class
- Have Ss open the books again and go
through the words in English.
Answer Key:
1. emergency room 2. sterile dressing
3. medicated oil 4. water pack
5. water pack 6. alcohol Groupwork
- Ask Ss to discuss and write down what Of 4/5 Ss
they would do in these situations which
require first-aid.
- Call on some groups to give their
answers and correct.
Possible answers:
+ A girl has a burn on her arm  Use cold
water / ice to ease the pain
+ A boy has a bad cut on his leg  Use
alcohol medicated oil / sterile dressing.
+ A girl has a nose bleed  Use a
handkerchief to stop the bleeding / tell
her to lie down.
+ A boy has a bee sting  Use medicated Teacher-Ss
oil...
Pre-  LISTEN AND READ
reading I. Pre teach
Vocabulary
1. (an) ambulance (draw an ambulance)
2. (an) emergency (T: When do we need an
ambulance?)
 S: When there is an emergency
3. unconcious (adj)  concious (What's
“bat tinh” in English?)
4. (to) bleed  the bleeding Whole class
(When you have a cut, the cut will ...
(bleed)...?)
- Have Ss copy the vocabulary in their
notebooks. Checking technique: Slap the
board
- Put the new words (in Vietnamese or
drawing) all over the board - not in a list.
- Call on 2 Ss or 2 teams (4 or 5 Ss for
each) in both sides to the front of the Team work
class standing at equal distance from the
blackboard.
- Call out one of the new words (in English)
in a loud voice.
- Two Ss must run forward and slap the
word, the student who slaps the correct
word first is the winner and gets a mark.
II. Gap fill Prediction
- Hang the chart with the paragraph on the
board.
"There was an emergency at Lan's
school, A student... (1)... off her bike
and hit her head on the road. She was. Individual
,(2)., but she cut her head and (he. ...
(3)... was ...(4),.. badly. Lan
telephoned Bach Mai Hospital and
asked the nurse to send an.. (5).. to Teacher-Ss
Quang Trung School. Lan was asked
to keep the student, .(6). ..while
waiting for the ambulance."
- Ask Ss to predict the words in the gaps.
- Call on some Ss to go to the board and
write their words.
- Have Ss open their books, listen to the
tape while reading the dialogue.
- Check if Ss' predictions are right or
not.
Anwer Key:
While- 1. fell 2. concious 3. cut

Reading 4. bleeding 5. ambulance 6.
awake
III. Comprehentian question Groupwork
- Ask Ss to read th<> dialogue again and of 4/5 Ss
select the topics covered in he dialogue
(page 81).
- Tell Ss (in groups) to write their answers Teacher-Ss
on a sheet of paper and hand in after
Post- finishing.
Reading - Collect Ss’ papers and correct. Pairwork
Answer Key: a , b , c , e , f
IV.Role Play
- Have Ss in turns play the roles to
demonstrate the dialogue.
V. Write- it -up
- Ask Ss to write a story using the
information from the dialogue. Individual
- Tell Ss to begin their story with:
Home "Yesterday there was an emergency
work at.............."
- Monitor and help Ss with their work.
- Have Ss find some more words (about
4/5) for situations which require first- aid.
- Let Ss do the exercises in the workbook,
(page..........)
UNIT 9 : A FIRST- AID COURSE

Period 57 - Language Focus 2,3,4 (page 87, 88)
Aim: Practice in making and responding to offers, promises and
requests.
Objectives: By the end of the lesson, Ss can make and requests, offers,
and promises
Teaching aids: Pictures on page 82, 87, 88, chart, posters
PROCEDURE
arrangeme
nt
Warm- Revision: Groupwork
up Network of 8-10 Ss
- Draw the network with an example on
the board and use it as a game.
- Deliver posters to Ss and ask them to
write as many words as possible on their
posters.
- Ask Ss to stick their posters on the
board after
they finish.
- Tell them the group to have most right
words is the winner.
Situations which
reaquire first-aid
Have a snake
bite
Possible answers:
have a nose bleed
have a burn
have a cut
have a bee sting….
 SPEAK
I. Set the scene
- Ask Ss questions to elicit the models.
- Have Ss repeat 2 or 3 times beore
writing them on the broad.
- Underline the key words.
Questions:
1. I want you to get me a bandagel How
can I say?
2. I’d like you to come to my party. How
can I say?
3. I tell my mother that I’ll surely finish
my work before bedtime. How can I say?
II. Model Sentences
1. Will you (please) get me a bandage?
2. Would vou like to come to my party ?
3. I promise I’ll finish my homework
before bedtime.
Concept cheeking: Teacher –Ss
- Get Ss to work out the rules for
themselves by asking questions.
- After formulating the model sentences,
elicit some more phrases with the
Same use from Ss.
1. To make a request:
Will
Would
Could you (please) + bare infinitive...?
Responses :
+ Sure / OK / All right.
— I’m sorry I can’tJ I’m afraid not
2. To make an offer:
Will / Won’t you
Shall I bare infinitive......?
Can I
Would you like + to
infinitive......?
What can I do / get for you ?
Can I get you...............?
Responses; + Yes, please. / That would
be nice.
- No, thank you.
3. To make a promise :
I promise I’ll /I won’t.....
I will.................. I promise.
I promise to.....................................
Responses: I hope so. / Good. / I’m Whole class
glad. /
Practice Don’t forget
- Get Ss to copy.
III. Matching Groupwork
- Hang the chart with the statements on of 4/5 Ss
the
board.
- Ask Ss to look at the pictures on page
82 and match the situations with the
statements
2. The girl has a bum on her hand.
2. The girl has a bad fever.
3. The boy has just broken the vase. Teacher-Ss
4. The boy hat a headache.
5. The boy has a snake bite.
Answer key
l.a 2.d 3.e 4. b 5. c
IV. Picture Drill:
- Identify the situations in the
pictures.
Picture a)  request
b) offer offer / request
c)  offer/ request
d)  offer
e)  promise
- Model Picture a) then get Ss to repeat
(chorus individual)
- Call on one student to demonstrate Pairwork
Picture
b) with the teacher.
Open pairs:
- Get 3 or 4 pairs to demonstrate the
exchanges of the rest, (c, d, e )
Closed pairs:
- Get Ss in turns to practice all the
exchanges
(a  e)
- Monitor and correct, encourage Ss to Teacher-Ss
make sentences for themselves.
- Collect the Ss' ideas and write them on
the board, (generally in a list.) Teacher-Ss
 •LANGUAGE FOCUS 2, 3, 4
LF 2. Repetion Drill: will (‘ll), or
shall, or won't.
- Ask Ss to listen to the dialogue and
repeat if they think the sentence is right
and keep silent if the sentence is wrong.
- Read the dialogue aloud, sentence by
sentence, (half of the sentences are
right, the others are wrong.)
Answer key: Pairwork
1. will 2. will 3. won't 4. Shall
5. will 6. ‘ll
LF 3. Role play:
- Ask Ss to look at the pictures and
Homewo dialogues on page 87, 88 and fill in the
rk gaps with the right words.
- Monitor and correct
- Call on some pairs to play the roles in
front of the class.
- Ask Ss to do Language Focus 4 then
practise speaking with a partner.
- Let Ss do the exercises in the
workbook, page.
UNIT 9: A FIRST- AID COURSE

Lesson 3 Section : - Listen (page 82)
Period: 58
Aim: Listening to a paragraph for details about the activities in an
emergency room.
Objectives: Help Ss know how to listen for details.
Teaching aids: Pictures on page 82, cassette, a chart.
PROCEDURE

arrangeme
nt
Warm- Guess from context: What actions ? Tgroupwor
up - Ask Ss to look at the picture on page k of 4/5 Ss
82 and write out all title verbs describing
the actions of the people in it.
- Tell Ss the group having the most right
verbs is the winner.
Answer Key:
(to) drive, wheel / move / push, weigh,
wait, lie, stand, lean
 LISTEN.
Pre- I. Pre teach Vocabulary Teacher-Ss
listening 1. (an) eye chart (use the picture )
 eye sight (nu)
2 (a) parademic (He takes care of
patients but he isn't a doctor nor a nurse.)
3. (a) wheelchair (use the picture)
 (to) wheel (to push a wheelchair)
4. (a) stretcher (picture)
5. (a) crutch  crutches (picture)
• Have Ss copy.
Checking technique: What and Where
eye Stretch
chart e
parade
mic
wheelch crutch
air es then
- Have Ss repeat the words in chorus
rub out word by word but leave the
circles.
- Go on until the circles are empty.
- Get Ss (5 at a time) to come to the
blackboard to fill in the circles with the Groupwork
right words again. of 4/5 Ss
II. Matching
- Ask Ss to look at the picture in their
books again and match the letter A, B, C,
D, E, F to the correct words in the box.
Answer Key:
A  ambulance D  eye chart
B  wheelchair E  scale
C  crutches F  stretcher
While- III. Order Prediction
listening - Rub out the letters (A, B...) but leave the
words.
- Tell Ss they are going to listen place in an
emergency room which contains the
words on the board.
- Put the words in the table.
You guess On tape
ambulance ……… 3
wheelchair ……… 2
crutches ……… 6
eye chart ……… 4
scale ……… 5
stretcher ……… 1 Individual
- Have Ss copy and guess the order of the

words.
- Play the tape and ask Ss to listen. Whole
- Ask Ss to give their answers and class
correct. Individual
IV. True / False Statements
- Stick the chart with the statements on
the board:
1. A doctor is wheeling a patient into
the emergency room.
2. The patient's head is bandaged.
3. A nurse is pushing a wheelehair
with a patient sitting on it. Whole
4. The eye chart consists of 28 letters class
ranging in the different size.
5. The baby's mother is trying to stop
the nurse from weighing her baby.
- Ask Ss to read the statements carefully Pair work
and check if they understand the
meaning of the statements.
- Ask as to work in pairs to decide which of
the statements is true and which is false.
- Play the tape and have Ss listen (2 or 3
times).
- Ask Ss to give their answers and correct.
Answer Key:
1. a parademic not a doctor)

False
2. True (empty wheelehair not with a
3. patient..)
False
4. True (stop her baby from crying) Individual
5.
False
V. Write- It-Up
- Ask Ss to write the story about the
activities in the picture, using the
Present continuous.
“This is the emergency room in a
large hospital………
- Ask Ss to rewrite the above story in the
Past Tense.
- Let them do the exercises in the
workbook, page.
UNIT 9 :A FIRST- AID COURSE

Lesson 4: Section : - Read (page 83, 84)
Aim: Reading for the instructions about some more situations requiring
ifirst- aid.
Objectives: At the- end of the lesson 8s can use in order to and so as
to to indicate purposes.
Teaching aids: chart, picture / drawing, mimes, 4 cardboards.
PROCEDURE
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Warm up Revision: Bingo Whole
- Ask Ss to give nouns for emergencies class
which require Irst-aid and write them on
the board.
Suggested words
burn, cut, bee sting, snake bite, fainting,
shock, nose bleed
- Have Ss choose any 4 words on the Individual
board and write them down on a piece of
paper.
- Call out the words until someone has
ticked all the four words and shouts
Pre- “Bingo!”. He / She wins the game.
reading  READ Teacher-Ss
I. Pre teach
Vocabulary
1. (to) lie flat; (mime / drawing)
2. (to) elevate  (to) lower (gesture)
3. (a) victim (person who needs first-
aid)
4. (to) overheat (make sth too
hot)
6. tissue damage (translation)
6. (to) ease = (to) stop
- Have Ss copy Whole
technique: Rub out and Remember. class
- Have Ss repeat and rub out the English
words (one at a time), leave the
Vietnamese translations.
- When all the English words are rubbed
out, go ough the Vietnamese list and get
the Ss to call out English words.
II. Network
- Draw the network with some examples
on the board.
- Ask Ss to think of what to do in these
emergency cases.
- Collect and write the Ss' ideas on the
board
cool the burn
with ice
fainti
ng
burn
Let the
victim lie
down First-
aid?
While- Don’t give the
shoc
reading victim any food
- Have Ss open their books k and read the Individual
instructions on page 83.
- Ask some Ss to go to the board and add
the missing information.
III. Matching Pairwork
- Ask Ss to read the statements on page
84 and match three Leadings A, 8, C to
them. Groupwork
Answer Kev: of 4/5 Ss
A a, c, e B b C d
IV. Grid
- Draw the grid on the board.
- Ask Ss to read the instructions again and
fill in the
Information
- Call on some Ss to the board to write

their answers.
Answer Key
Cases Do Don't
Fainting - Leave the Don't force

patient lying flat. him/ her to sit
Elevate the or stand.
Shock - Give him/ her a - Don't

cup of tea when overheat the
he/ she revives. victim with
blankets or
coats.
- Don't give
the victim any
food or drink
- Cool the burn or drug.
immediately to
minimize the
tissue
damage.
: Put the affected
part under a
running cold tap
(if possible)
- Ease the pain
with ice or cold
water packs.
Cover the
burned area
with a thick
sterile dressing.
- Have Ss copy the grid in their notebooks.

V. Model Sentences: Whole
- Ask the question to elicit the answer. class
A. Why should we cool the burn
immediately ?
B. We should do it so as to minimize the Teacher -
tissue Ss
damage
in order to bare inf.
- Model then have Ss repeat, choral 
individual.
Concept checking
Form : so as to / in order to + bare
infinitive
Meaning : ñeå
Use : to indicate purposes. Whole
- Let Ss copy. class
 LANGUAGE FOCUS 1
VI. WH- question and answer Drill:
- Prepare 4 cardboards, each consists of 1
question and 1 answer written in cues.
1. Why/ you / open / umbrella? (Past
simple)
- to protect myself from the rain, (full
answer)
2. Why / Mary/I write / notice/ board ?
(Past simple)
- to inform her classmates about the
changes in schedule.
3. Why / Mr Green/I have to// get up
early / morning (Present simple) Teacher –
- to get to the meeting on time. Ss
4. Why/ your elder brother/ study very
hard
(Present Continuous )
- to pass the final exam.
- Show the first cardboard and say the
utterance 2 or 3 times then get Ss to
repeat 2 or 3 times, (choral individual) Teacher-Ss
- Go on with the second cardboard. Pairwork
- Open pairs: Get 3 or 4 pairs to
Post- demonstrate the exchanges then correct.
reading - Stick all the cards on the board and ask Pairwork
Ss to do pairwork Teacher-Ss
- Closed pairs: Ask the whole class to work Pairwok
in pairs.
- Monitor and correct.
VII. Role Play
Homewo - Write the model on the board and ask Ss
rk to ask and answer questions using their
own words. Model: A: Why ....?
B: ........... in order to / so as
to ...............
- Ask Ss to write the questions and full

answers (LF 1) in their exercise books
- Let Sa do the exercises in the workbook,
page.
UNIT 9: A FIRST-AID COURSE
Lesson 6 Section : - Write 1, 2, 3 (page 84, 85
Period: 60
Aim: Writing a thank- you note.
Objectives: By the end of the lesson, Ss know how to write a thank-you
note.
Teaching aids: Posters, drawing
PROCEDURE
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Warm up Revision: Shark Attack Teacher-Ss
- Draw the figures of sea wave, steps, a
boy / girl, a shark.
- Draw dashes, each dash for a letter of
the word to be revised, (lie flat, elevate,
lower, victim, ease….)
Pre-
writing  Write 1, 2, 3. Teacher-Ss
I. Pre teach Vocabulary
- Elicit words from Ss
1. (to) thank (so) for (sth) (give an
example with a gap)
 eg: She thanked me ............ helping
her.
2. (to) cheer (so) up: (to make (so) feel Whole
happier) class
3. (to) come over: (translation)
- Have Ss copy.
Checking technique: Slap the board
- Write the Vietnamese translation all over
the board, adding some words in the last
lesson. Teacher
- Call on 2Ss or 2 teams of 4/5 Ss in both
sides to the front of the class.
- Call out the English words and 2 Ss run
forward to slap the Vietnamese word on
the board.
II. Set the scene
- Ask Ss to close their books and listen.
Nga was sick and she had to go to
hospital. After she left the hospital, she
wrote a thank-you note to Hoa. Why and
what did she write ?
III. True / False Predictions
- Hang the poster with the statements on
the board.
1. Nga writes to thank Hoa for some
candy.
2. Hoa's gift cheered Nga up.
3. Nga'd like Hoa to see her at the
hospital.
4. Nga is very bored now.
5.Nga writes the letter at the hospital. Individual
- Ask Ss to read the statements and
predict,
- Get Ss to give their predictions, (only one
student for each statement) and write on
the board. (T/F)
- Ask Ss to look at the letter on page 84
and complete it with the right verb forms.
- Monitor and help Ss with the tense forms. Teacher-Ss
- Call on some Ss to give their answers
and correct
- Ask Ss to read the whole letter and check
if their predictions are right or not.
While- - Correction.
writing Answer Key:
1. False  flowers (not candy) 2.
True.
3. False  at her house (not at the
hospital)
4. True
5. False  at her house (not at the
hospital)
IV.Questions and Answers
- Tell Ss they are going to write a thank-
you note to a friend and invite him / her to
go on a picnic with them.
- Put the poster with the questions (page
85) on the board.
What did your friend give/send you?
On what occasion ? Teacher-Ss
What was / were it / they like ? Pairwork
How did you feel when you received the Individual
present ?
How do you feel now ?
Do you want to invite your friend to
somewhere ?
If so, then when ?
How will you contact your friend ?
- Ask some Ss to answer the questions
orally.
- Have Ss practise speaking to each other.
- Ask Ss to join the sentences into a
paragraph (not put any numbers, eg: 1, 2,
3, ....) to make it a thank-you note.
Post- - Tell Ss to write their letters on a sheet of
writing paper to hand in or in their exercise
notebooks.
V. Exhibition Groupwork
- Divide the class into 4 groups and
choose a letter randomly in each group.
- Ask 4 groups to copy 4 chosen letters on
posters then put them on the board. Teacher
- Compare the posters and correct. Individual
- Call on some more Ss to read their
letters for the class (if possible) Teacher
Homewo - Give feedback and correct.
rk - Ask Ss to use the same format to write
another letter to another friend for
another occasion,
- Let Ss do the exercises in the workbook,
page…......
UNIT 10: RECYCLING (Period 61-65)

I. Aims
Helping students - to give and respond to instructions.
- to talk about feelings.
- to write a set of instructions.
II. Language Focus
1. Passive forms
2. Adjectives followed by - an infinitive
- a noun clause
3. Present simple
4. Future simple
III. Vocabulary
Verbs Nouns
(to) natural
decompose resource
(to) recycle compost
(to) reduce deposit
(to) refill fabric
(to) reuse fertilizer
(to) protect glassware
(to) contact metal
representativ
e
IV. Unit Allocation
1 Getting started Reading a dialogue for details about how
Listen and Read to protect the environment and save
1, 2 natural resources.
2 Speak. Practice in giving and responding to

Listen. instructions. Listening for specific
information about making compost.
3 Read 1, 2 Reading for details about how things are

Language Focus recycled. Passive form in Present Simple
1, 2 and Future Simple.
4 Write 1, 2 Write a set of instructions on how to

recycle used things.
5 Language Focus Adjective followed by - a to infinitive

3, 4 - a noun clause
UNIT 10: RECYCLING

Lesson 1: Section : - Getting started (Page 89)
Period 61 - Listen and Read 1, 2
Aim: To give Ss information about the environment problems.
Objectives: Ss will be able to do something to protect the
environment and save natural resources.
Teaching aids: Posters, 6 flashcards, a chart, cassette.
PROCEDURE
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Warm up  GETTING STARTED Groupwork
Brainstorm: of 4 teams
- Draw the circle with an example on the
board.
Ways to reduce
the amount of
garbage.
Reuse plastic
bags
- Ask Ss to think of ways to reduce the
amount of garbage they produce.
- Deliver posters to Ss, dividing them into
4 groups.
- Tell Ss to put the posters on the board
after they finish and the team having the
most good ideas is the winner.
- Give feedback.
Possible answers:
Use cloth bags, use tree leaves to wrap
things, make garbage into fertilizer, make
vegetable matter into animal food...
 LISTEN AND READ
I. Pre-teach Vocabulary
- Elicit words from Ss.
1. (a) representative (translation)
2. (to) protect (to keep so/ sth safe from Teacher-Ss
Pre- danger)
reading  (to) protect (so / sth) from (so / sth)
3. natural resource(s) (translation/
explanation)
(coal mines, oil/gold/mineral deposits
are........)
4. (to) recycle (to make something
already used able to be used again)
5. (to) contact (translation/ definition) Whole
(to communicate with someone by class
telephone or letter...)
- Have Ss copy.
Checking technique: Jumbled words Groupwork
- Stick 6 flashcards with jumbled words on of 4/5 Ss
the board.
1 2 3
tcona psentrereti ceresoru
tc ve
4 5 6
ralnat ropttc cyrec
u e el
- Ask Ss to rewrite the words in the right
order.
- Tell Ss the first two groups with the right
words will get 2 points.
- Correct.
Answer Key:
1. contact 2. representative 3.
resource
4. natural 5. protect 6. recycle
II. True / False Predictions
- Ask Ss to listen to the situation. Teacher-Ss
- Set the scene:
A representative from Friends of the Earth,
Miss Blake, is talking to the students of
Quang Trung School, friends of the Earth
shows people how to protect the
environment and save natural resources.
- Put the chart with the statements on the
board.
- Ask Ss to work in pairs to decide if the
statements are true or false.
- Write the Ss' guesses on the board, (only
one
guess for each statement)
True or False ?
1. Friends of the Earth is an
organization to help people make
friends with each other.
2. Miss Blake asks the students to
remember 3 things: reduce, reuse,
recycle.
3. Reduce means buying the products
which are overpacked.
4. We cannot reuse things like
envelopes, glass, plastic bottles, old
While- plastic bags.
reading 5. Miss Blake says that we should use Whole
cloth bags and shouldn't use plastic class
bags at all.
6. Recycling means not just throwing
things away but trying and finding
another use for them.
- Ask Ss to open their books, listen to the

tape while reading the dialogue.
- Call on Ss to correct the false statements.
Answer Key:
1. False  an organization to help people
protect the environment
and save Pairwork
natural resources
2. True
3. False  Reduce mean not buying……..
4. False  We can reuse things…………
5. True.
6. True.
III. Comprehension Questions
- Ask Ss to look at the questions on page
90 and work in pairs.
- Call on some pairs to ask and answer the
questions.
- Give feedback.
Answer Key:
a. Reduce means not buying products
which are overpacked.
b. We can reuse things like envelopes,
glass, plastic bottles and old plastic bags.
c. Recycle means not just throwing things
away. Try and find another use for them.
d. We can look for information on recycling
things by having a contact with an
organization like Friends of the Earth,
going to the local library or asking your
family and friends.
e. (Students' answers)
(Possible answer: We shouldn't use plastic
bags because when we throw them away,
they
could stay very long and could not be self-
Post- destroyed / self demolished).
reading IV. Discussion Individual
- Write the topic on the board.
How to protect our environment ?
- Ask Ss to express their opinions / ideas
on this topic.
Homewo - Write the Ss' ideas on the board into a
rk list.
- Give feedback, correct and have Ss copy.
- Write the questions and full answers in

your exercise notebooks.
- Do the exercises in the Workbook on
page
UNIT 10 : RECYCLING
Lesson 2 Section : - Speak (page 90, 91)
- Listen (page 91)
Period 62
Aim: To help Ss practice in giving and responding to instructions and
Listening for specific information about making compost.
Objectives: Ss can give and respond to instructions.
Teaaching aids: Picture (copied from textbook, p.91), a mapped
dialogue chart, realia (clothes), cassette.

arrangeme
nt
Warm up Memory game (Kim's game) Whole
- Show the picture to the Ss and ask them class
to observe it carefully, let them look at the
picture for about 20"then put it away.
- Ask Ss (one student in each team at a
time) to go to the board and write as Teamwork
many words showing things in the picture
as possible.
- Tell Ss the team with the most right
Possible answer:
used paper, old newspapers, books,
cardboard boxes, bottles, glasses, jars,
plastic bags, food cans, drinking tins,
vegetable matter, clothes, shoes,
Pre- schoolbags,..—.-..
speaking  SPEAK
I. Pre-teack Vocabulary Teacher-Ss
1. fertilizer (nu) (explanation)
(Fanners often use this thing to make their
plants or trees grow well. What's it ?)
 (to) fertilize
2. compost (nu) (question)
(What do you call the fertilizer made from
spoiled food, leaves, vegetable matter...)
 (a) compost heap
3. fabric (n) (realia : clothes)
(What are these clothes made of ?)
4. leather (n) (question)
(Our shoes, sandals are often made
of......?) Individual
- Have ss copy.
Checking technique: Bingo
- Get Ss to brainstorm a list of about 10
new words.
fertilizer, compost, leather, fabric,
plastic, glass, metal, paper, cardboard,
tin…
- Ask Ss to choose any 4 words and copy
into their papers.
- Call out the words until a / some
student(s) has / have ticked all of their
words and shout " Bingo" and they win.
II. Dictation List Individual
- Tell Ss they are going to listen to the
words for items and put them into the
right groups.
- Draw the table on the board and ask Ss
to copy it.
- Tell Ss to listen to the words and put
them in the right columns.
- Model some words.
- Read the words (in the table below)
aloud, slowly and jumble them up.
- After listening, ask Ss to work in pairs Pairwork
and give their answers.
- Read the words again and
correct. Answer Key:
Group Items
Paper used paper (old
newspaper, books,
cardboard boxes)
Glass (bottles, glasses, jars)
Plastic (plastic bags, plastic
Metal bottles.)
(food cans, drinking tins.)
While-
speaking Fabric clothes (cloth bags,
Leather material.)
(shoes, sandals,
schoolbags)
Vegetabl fruit peels, (vegetables, Tacher-Ss
e matter rotten fruits)
III. Mapped Dialogue
- Put the mapped dialogue chart on the
board.
- Elicit the exchanges from Ss.
- Have some pairs practice each exchange
before going on to another exchange. Pairwork
- After finishing the dialogue, ask a good
pair to demonstrate the whole dialogue.
Open pairs:
- Ask some pairs to demonstrate the
dialogue.
Close pairs:
- Ask Ss to work in pairs, replacing the
information (in brackets) with the words in
the dictation list.
Which group (do

clothes) belong to? Put (them) in
 (fabric)
What can we do We can (recycle
with (those them and make
clothes)?  them into paper or
shopping bags.
Is / Are (fruit That’s right.
vegetable matter)?
What will we do We make (it into
with (it)? compose and Individual
Post- fertilize our field)
speaking  LISTEN
IV. Multiple Choice
- Tell Ss they are going to listen to an
expert who gives the instructions to make
compost.
- Ask Ss to open their books and read the
multiple choice questions on page 91.
- Check if Ss understand the questions.
- Play the tape 2 or 3 times, Ss listen and
Homewo do the exercise.
rk - Have Ss give their answers and
a. A b. B c. A d. B
- Practise the dialogue with your
partner, replacing the information.
- Do the exercises in the workbook on
page ......
UNIT 10: RECYCLING

Lesson 3 Section : - Read 1,2 (page 92,93)
Period 63 - Language Focus 1. (page 95)
Aim: Reading for details about how things are recycled.
Objectives: By the end of the lesson, Ss will be able to form the Passive
in the Present Simple.
Teaching aids: wordsquare chart, photocopied pictures (p. 95),
drawing.
PROCEDURE
arrangeme
nt
Warm up Revision: Wordsquare Groupwork
of 4 teams
E N V I R O N M E N T
N B c G A R B A G E R
V E D R D O P P U R E
E J U E Y I L A R S C
L U S E D P A P E R Y
O S T N O T S E D E C
P R O T E C T R U U L
E A B R C A I B C S E
R E C E E N C A E E K
- Put D E E E f G H G I J L
the
wordsquare chart on the board.
- Tell Ss the topic is about the environment
and there are 14 hidden words.
- Divide the class into 4 groups.
- Ask Ss to write their answers on a piece
of paper and hand in when they finish.
- Tell Ss the group with the most right
Answer key:
environment, garbage, pure,
used paper, protect
envelope, dust, green tree,
can, plastic, paper bag.
Pre- reduce, reuse, recycle.
reading  READ 1,2
I.Pre-teach vocabulary
1. (a) tire (picture)
2. (a) pipe (drawing)
3. (a) deposit (translation)
4. (to) refill (explanation)
(to fill something empty again)
5.(to) melt  (to) freeze
- Get Ss to copy the new words. Whole
Checking technique: Rub out and class
Remember
- Ask Ss to close their notebooks and look

at the board.
- Rub out the English words, one at a time,
point to the Vietnamese words and ask Ss Whole
"What's this in English ?" class
out, go though the Vietnamese list & get
Ss to call out the English words.
II. Open prediction
- Tell Ss they are going to read a page in a
newspaper giving some recycling facts to Individual
protect the environment.
- Write the questions on the board and ask
Ss to guess what they're going to read.
- What do people do with used things ?
- What can they make from them ?
- Write the Ss'guesses on the board.
Car tires  ............
Milk bottles  ............
Glass  ............
Drink cans  .............
Household and garden waste  ........
While III. Grid (Read 2)
reading - Draw the grid on the board and have Ss
copy it. Whole
- Ask Ss to open their books and read the class
text. Pair work
- Ask Ss to work in pairs to make a list of
recycling facts mentioned in the text.
- Call on some Ss to write the information
in the grid on the board.
Answer Key:
Used things Recycling Facts
Car tires are recycled to make
pipes
Milk bottles and floor recoverings
Glass are cleaned and refilled
(with milk)
Drink cans is broken up,melted and
Household made into new glassware
and are brought back for
garden waste recycling.
is made into compost
IV.Comprehension questions: (Read 1) Individual
- Ask Ss to work individually to answer the
questions on page 93
- Let Ss compare their answers with their Pairwork
partners.
- Call on some Ss to answer.
- Give feedback. Choral 
Model sentences: Passive Voice / Individual
Form
- Elicit the model sentences from Ss the
have Ss repeat.
Car tires are recycled to make Teacher –
pipes Ss
and floor
coverings.
Glass is recycled into new
glassware.
S be past part
Concept checking :
+ Form : Passive Form in the Present
Simple.
Subject + is/ant/are + past participle
+ Use : it is used when the subject is
affected by the action of the verb
(Vietnamese can be used for weaker
students) Groupwork
+ How to change an active sentence to a of 4Ss
passive one.
Active S V O Whole clas
Post Passive S be + pp by O
reading Individual
eg: I love my
parents.
My parents are loved Pair work
by me.
- Have Ss copy
V. Ordering pictures
- Ask ss to read the instructions and look
at the pictures on page 95.
- Tell them to put the pictures in the
correct order according to the instructions.
- Call on some groups to give their
answers. Answer kev:
a.l b.4 c.3 d.5 e.2 f.6
VI. Rewriting
- Ask Ss to rewrite the sentences (UP 1) in
the passive form.
- Let them compare their writing and ask
some ss to go to the board and write their
sentences.
Answer Key:
b. Then the glass (it) is washed with a
detergent liquid.
c. The glass pieces are dried completely.
d. They are mixed with certain specific
chemicals.
e. The mixture is melted until it becomes
a liquid.
Homewo f. A long pipe is used. It is dipped into the
rk liquid, then the liquid is blown into
intended shapes.
- Use the sequencing to rewrite the
instructions. (LF1)
(First…… , then ………….. next ………
finally ………… )
UNIT 10: RECYCLING

Lesson 4 Section : -Write 1, 2 (page 93, 94)
Period 64
Aim: To help Ss to write a set of instructions on how to recycle used
things.
Objectives: Students will be able to write a set of instructions,
sequencing.
Teaching aids: drawing, mime, photocopied pictures (p.94)
PROCEDURE
arrangem
ent
Warm up  REVISION:
Lucky Numbers
- Write 9 numbers on the board, from 1 to
9.
- Tell Ss each number is for a question but
3 of them are lucky numbers. If Ss choose
a lucky number, they do not have to Team work
answer any question but they get 2 points
and they can choose another number.
1. Lucky number
2. Say this sentence in the passive

"People speak English everywhere"
3. Say this sentemce in the active.
"Cartoons are liked by most children"
4. Lucky number
5. Lucky number.
"We do not use things carefully."
7. Say this sentence in the active
"Are candies liked by the children?"
"Mr Han teaches Maths"
9 .(same as 8)
"Vegetarians do not eat meat"
 WRITE 1,2 Teacher-ss
I.Pre- teach vocabulary
1. (to) soak. (explanation)
(to put sth in liquid for a time so that it
becomes completely wet)
2. (to) mash (mime)
3 .(a) wire (translation)
mesh (drawing)
4. (a) bucket
- Have Ss copy down.
Checking technique: Slap the board. Team work
- Put the Vietnamese translation all over
the board.
- Call on 2 Ss or 2 teams of 4/5 Ss in both
sides of the class to the front of the class
standing at equal distance from the board.
- Call out the English word & ss run
the board.
- The student slapping the right word first
is the winner and gets a point for his/her
team.
II. Ordering prediction
- Set the scene : tell Ss they are going to
read a text about how to recycle used
paper.
- Put the verbs on the board randomly in
a flow chart.
- Ask Ss to work in groups to guess the Teacher

order of the actions.
soak dry pull out mix Groupwork
press mash of 4/5 Ss
1 2 3
4 5 6
- Call on about 2 pairs to write their
answers on the board.
- Explain the process of recycling, using
mimes or Vietnamese and correct.
Answer key:
1.soak 2. mash 3. mix
4. pull out 5. press 6. dry
- Ask Ss to open their books, read the text Individual
on page 93 and fill in the verbs.
While - Monitor and correct the exercise in the
writing text book.
Answer key :
1. use 2. mix 3. place 4. press
5. wrap 6. wait 7. dry
III. Recall
- Ask Ss to close their books.
- Write the sequencing on the board and Individual
have Ss to practise speaking first .
- Call on Ss to say the sentences from
memory.
First,...................................................
Then, .................................................
Next, ..................................................
After that, ..........................................
Finally,................................................
- Get Ss to write the text in brief using the
sequencing.
- Monitor and help ss with their work.
Answer Key:
First, soak old newspaper in a bucket
overnight.
Then, mash the paper by a wo&den
spoon.
Next, mix the mashed paper with water.
After that, use a wire mesh to pull the
mixture out, put it on the doth and press it
down firmly.
Finally, take the mesh out of the cloth &

dry it in the sun.
- Call on some Ss to read their writing for
the class.
Post - Give feedback and correct
writing IV. Ordering Pictures
- Stick the photocopied pictures on the
board randomly. Groupwork
- Ask ss to listen and work in groups to
rearrange the pictures according to the
instructions on how to prepare the
tealeaves.
- Read the instructions aloud.
a.First take the used tealeaves from the
tea pot.
b. Next scatter the tealeaves on a tray.
c. Then dry the leaves in the sun.
Homewo d. Finally, put the dry leaves in a pot for
rk future use.
- Get Ss to give their answers.
- Correct,
- Write the instructions on how to make a
thing you have ever made using the
sequencing.
UNIT 10: RECYCLING

Ldsson 5 Section: - Language Focus 2, 3, 4 (page 96,
97)
Period 65
Aim: To get Ss to further practise in the Passive and in expressing their
feelings using Adjectives.
Objectives: Students will be able to form the Passive in Future simple
and the structures with Adjectives.
Teaching aids: cardboards, poster, handouts
PROCEDURE
arrangeme
nt
Warm up Question Game: What's your job? Individual
- Call on a student to go to the board and
give him / her a job name.
- Ask the rest of the class to guess the job
by asking yes- no questions.
- The chosen student can only answer yes
or no.
Example questions:
Do you get a big salary ?
Do you wear
uniform ? ..........
- Tell Ss someone who can guess the right
job will get a point and take the place of
the last chosen student.
Presentat
ion  LANGUAGE FOCUS 2 Teacher-Ss
I. Pre-teach Structures
- Set the scene: Ask ss to listen to the
situation.
A famous inventor, Dr Kim, is going to
build a time machine. One of his
assistants, Hoi, is asking him questions
about the invention. He wants to know
when Dr Kim will start the project. How
can he say the sentence in the Passive ?
(Use Vietnamese for weaker student)
Model Sentences:
When will the project be
started? Whole
Will S be past class
participle
Practice Concept checking:
Use : Passive Form in the Future Simple
Form :will / shall + be + past participle
- Have Ss copy down. Individual
- Show Ss the questions (prepared on a
poster) and ask them to fill in the gaps,
using the Passive.
1. It .......to the public when it is finished.
(show)
2. .... it .........by the end of the year?
(build)
3. It.............. before Tet. (finish)
4. ......... it......... by you ? (made)
Productio
n - Call ss to give their answers and correct.
Answer Key:
1. .... will be showed / shown..........
2. Will....... be built......... ?
3. ......... will be finished ......................
4. Will......... be made ............?
II. Interview
- Prepare 2 separate large cardboards, one
for Dr Kim; one for Hai.
Hai Dr Kim
1. When /will /the 1.Very soon.
project / start/ ? 2. Yes. / It / show / to
2.Many people / the puplic/
want / see / time when/it/finish /
machine/ 3. I'm afraid not/
3. Will/it/build/by but / it / finish /
the end / year/? before Tet /
4.Will/it/make/ by 4. No,/1 / need you /
you? build it/
5. Let's begin When can you start ?
tomorrow.
- Tell Ss half of them are going to play the
role of Hai to interview Mr Kim, and the
others are Mr Kim.
- Model : give one of the cardboards to a
good student and ask him / her to Teacher –
demonstrate the interview. st
Teacher (Dr Kim) - Student (Hai)
- Stick the 2 cardboards on the board and
get about 2 pairs to demonstrate. Open pairs
- Deliver handouts (same content as 2
cardboards) to the whole class and ask
them to do pairwork.
Presentat - Monitor and correct.
ion
I. Pre-teach Structures
- Set the scene: Teacher
Ba gives Nam a lot of directions at a time -Ss
so Nam find it difficult to follow Ba's
directions. What does he say to Nam ?
Model Sentences:
It ’s difficult to follow your directions.
It be adj to infinitive
Concept checking:
Form: It + be + adjective + to
infinitive
- Have ss copy.
II. Gap Fill
- Ask Ss to open their books and complete
the dialogues on page 96.
- Call on some pairs to demonstrate the
dialogues and correct. •
Presentat LANGUAGE FOCUS 4
ion I. Preteach structures Teacher –
- Set the scene: Ss
Nam passed the English exam and his
grandparents are delighted at it. What did
they write to him ?
- Elicit the model.
Model Sentences:
We are delighted that you passed
the
English exam
S be adj that/noun
clause Whole
Practice Concept checking : class
Form: S + be + adj + that / noun clause
- Get Ss to copy
II. Matching
- Ask Ss to read the letter on page 97 and
match the words. Individual
- Call on some ss to go to the board to
draw the lines.
1. relieved (adj) a. xin chuùc
möøng
Producti 2. Congratulations b. troâng
on chôø
3. look forward to (v) c. xaùc
nhaän laïi
4. confirm (v) d. nheï
Homewo nhoõm
rk - Ask Ss to copy the vocabulary.
III. Gap-fill
- Ask Ss to work in pairs to complete the
letter using the words in the box.
- Get some Ss to give their answers,
- Give feedback and correct.
- Rewrite the letter beginning with :
"Nam's grandparents are delighted that he
.........
- Do the exercises in the workbook, page
…………..
UNIT 11 : TRAVELING AROUND VIETNAM

(Period 66- 71)
I. Aims
Helping students - to expreSs interest
- to make and respond to formal requests
- to make suggestions
- to complete a narrative
II. Laguage Focus
1. Making requests with - Would / Do you mind if I...?
- Would / Do you mind + V-ing?
2. –ed and –ing participles.
III. Vocabulary
Verb Noun Adjective
(to) import accommodation giant
(to) recognize canoe magnificent
(to) sunbathe corn
Crop
departure
florist
institute
limestone
stream
sugar cane
tribe
water buffalo
waterfall
IV. Unit Allocation
Lesson 1 Listen and Read 1, 2 Reading dialogue for details

about how to expreSs
interest.
Lesson 2 Speak Language Practice in making and
Focus 3 responding to formal
requests using MIND.
Lesson 3 Listen and Read 1 Listening and reading for
details about place directions
and places of interest.
Lesson 4 Read 2 Language Reading for information

Focus 4 about places of interest in
Vietnam and making
suggestions. Further practice
with " mind "
Lesson 5 Write I, 2 Complete a narrative,
Lesson 6 Focus 1,2 Practice in using -ed and -ing

participle.
UNIT 11 : TRAVELING AROUND VIET NAM

Lesson 1: Section : - Getting started (page 98)
Aim: Reading for details about how to expreSs interest.
Objectives: By the end of the leSson, Ss will be able to use
expressions to expreSs their interest.
Teaching aids: caSsette, 2 charts (jumbled words and pre-quest
pictures on p. 98.
PROCEDURE
arrangeme
nt
Warm-up Jumbled Words Teamwork
- Write the topic on the board: Places
of interest
- Put the chart with jumbled words on
the
board.
Harbor Gate
Halong Nharong
Ngo Mon The Temple
Bay
Liteitature
- Ask each team to connect the words to

make the right phrases for places of
interest and write them on the board as
fast as poSsible.
Answer Kev:
Ngo Mon Gate, Ha long Bay, The Temple Individual
Literature, Nha rong Harbor.
 GETTING STARTED
- Ask Ss to open their books (p.98) and
match the names with the pictures.
- Call on some Ss to give their answers.
Answer Key: Teacher Ss
Pre- a) Ngo Mon Gate b) Nha rong Harbor
reading c) The Temple Literature
d) Ha long Bay
 LISTEN AND READ
I. Pre teach Vocabulary
- Elicit the words from Ss.
1. (a) crop (translation / explanation)
(something such as grain, rice, fruit... is
grown in one season.)
2. (a) sugar cane (What is used to make
sugar?)
3. (a) water buffalo  buffaloes
(translation)
4. (a) forty - minute drive (explanation)
Example: The drive takes 40 Individual
minutes.  choral
 It's a 40 - minute drive
- Ask Ss to notice that a plural noun
must be changed to the singular form
when preceding the noun it modifies
In a noun phrase.
- Have Ss drill some more: (oral 
writing)
1. The vacation lasted 3 months.
 It was a 3 - month vacation. Whole
2. The boy is thirteen years old. class
 He is a thirteen - year - old boy.
- Have Ss copy down. Individual
Checking technique. Bingo
- Get Ss to brainstorm a list of 8 words and
write them on the board.
crop, sugar cane, water buffalo, rice
paddy, a 40-minute drive, a 6- letter word,
a five- dollar note, a 200- page book.
- Ask Ss to choose any 4 words / phrases
and copy them on their paper.
- Call out the woi "a until someone
shouts "Bingo".
II. Pre- questions
- Set the scene.
- Put the chart with the questions on the
board
1. Where does Hoa meet The Jones ?
2. Is it the first time The Jones have visited Individual
Viet Nam ? '
3. How do they travel to Ha Noi ?
4. What do they see along the road to Ha
Noi? Pairwork
5. What would Tim tike to do ?
- Check if Ss understand the questions and
have them a few minutes to think about
the questions.
- Ask Ss to listen to the tape while reading
the dialogue on page 99.
- Have Ss work in pairs to answer the
questions.
- Call on some pairs to give their answers.
Answer Key
1. Hoa meets The Jones at the airport.
2. Yes, it is.
3. By taxi,
4. They see a boy riding a water buffalo,
rice paddies, corn and sugar cane fields.
5. He'd like to take a photo.
III. True / False Statements
While - (It should be used as a listening task for
reading good students, if not, use the text books) Whole
- Ask Ss to listen and say out True or False. class
- Read the sentences aloud and wait for Ss
answers.
a. This is the first time Hoa has met Tim's
family.
b. Hoa helps Mrs. Jones with her luggage.
c. The Jones family is traveling from the
airport in a bus.
d. Shannon has never seen rtce paddies
before.
e. The car is traveling past farmland.
f. Only rice and corn are grown around Ha Whole
Noi. class
- Ask some Ss to correct the false
sentences and have Ss write in their
notebooks, (a  f)
Answer Key:
a. True
b. True,
c. False  in a taxi
Post- d. True
reading e. True
f. False  Not only rice and corn
but Individual
also sugar canes are grown around Ha
Noi.
IV. DiscuSsion
- Ask Ss to read the dialogue again,
discuSs with them and ask them to pick
out the sentences containing the
situations mentioned below.
* to expreSs interest:
- I'd like you to meet my parents ......
- It's nice to meet you ....
- It's great to be in Viet Nam
- I'd like to sit with Tim.....
* to expreSs a request:
- Would you mind sitting in the front seat...
- Would you mind if I took a photo ?
- Practise the dialogue in group of 5.
Homewo Do the exercises in the workbook on page
rk
UNIT 11 :TRAVELING AROUND VIET NAM

Lesson 2 Section : - Speak (page 100, 101)
Period: 67 - Language Focus 3, 4 (page 109,
110}
Aim: To help Ss practice in making suggestions and using " mind " to
make requests.
Objectives: By the end of the leSson, Ss will be able to make and •
respond to formal requests using "mind" and make suggestions.
Teaching aids: 4 cardboards, a mapped dialogue chart
PROCEDURE
arrangeme
nt
Warm-up - GAME: What does it say ? Whole
- Choose a student and ask him / her to go class
to the front of the class with his / her back
to the board so that he / she cannot see
what is written on the board.
Write the information on the board,
(normally in brief)
- Ask the rest of the class try to help the
student guess what is written on the
board by asking questions until he / she
says out right the word(s) on the board.
eg: On the board: Yes, I do.
Ss ask : Do you like your teacher ?......
Or On the board: Every day.
Ss ask: How often do you have a
shower?
Presentat
ion
 SPEAK
I. Pre teach Structures
- Set the scene:
Remind Ss of the exchanges between Hoa
and Mr. Jones and between Hoa and Tim in
the last dialogue and elicit the sentences
from Ss.
Model Sentences:
1. A••: Would you sitting in the front
mind seat of the taxi ?
B : No problem.
2. A : Would you mind took a photo ?
if I
B : Not at all.
Concept checking:
Use: To make and respond to formal
requests Form :
1. Would you mind / Do you mind + Verb
-ing......... ?
2. Would you mind if I + Verb (in Past
simple tense)......?
Do you mind if I + Verb (in Present simple .
tense)....?
Responses:
 Agreement:
No, I don’t mind. / No, of course not. / Not
at all. / Please do. /Please go ahead.
 Disagreement:
I'm sorry, I can't / I'm sorry, it's
impossible.
Practice I'd prefer you didn't. / I'd rather you Whole
didn't. Meaning: Xin baïn caûm phieàn class
………….
- Get Ss to copy.
II. Cardboard Drill: Language Focus 3
- Prepare 4 cardboards with cues Teacher-Ss
including checks () and croSses ()
a, move/ car () c. get/ coffee (x) Teacher-St
b. put out/ cigarette d. wait / moment Pairwork
-() ) the first cue 2(x)
Model or 3 times.
Would you mind moving your car ?
- Call on 2 or 3 Ss to repeat it and correct.
Producti
- Go on with the same steps for the second
on
cue (if neceSsary)
- Ask Ss to work through the rest of the
cues, new cue- new st.
- Demonstrate how to put the exchange
together, using a good student.
Teacher: Would you mind moving your
car?
Student: No, of course not.
- Open pairs: Get 3 or 4 pairs to
demonstrate the exchanges.
- Stick all the cardboards on the board.
- Closed pairs: Get the whole class to Choral 
practice all the exchanges. Individual
- Set the scene:
You are a tourist on vacation in Ho Chi
Minh City. You want to visit a market. This
is the conversation between you and the
tourist officer.
- Put the dialogue chart on the board.
- Elicit the exchanges from Ss and have
them repeat.
You Tourist officer
Excuse me! Yes ?
I 'd like to visit a
market. Would
you mind Not at
suggesting one? all.
How about going to
Thai Binh Market?
It opens from
about 5 am to 8
That sounds pm. Pair work
interesting. Thank
you You' re welcome.
- Open pairs: Ask some pairs to
- Closed pairs: Have Ss open their books
and use the information on page 101 to
practise other dialogues .
- Ss in pairs should be aSsigned to work on
different information each.
Homewo eg: Group 1: Markets
rk Group 2: Museums
Group 3: Restaurants ………………
- Choose the information on p.101 and
write down 2 complete dialogues, uaing
your own words.
- Do the exercises in the workbook, on
page

Lesson 3 Section : - Listen (page 102)
Period: 68 - Read 1 (page 102 – 104)
Aim: Listening and reading for details about the place directic
information about some places of interest in Viet nam.
Objectives: Ss will foe able to get information from simple
advertisements.
Teaching aids: caSsette: a route map, pictures of cities, drawing, cue
chart.
PROCEDURE
arrangeme
nt
Warm up QUIZ What's this place ? Individual
- Ask questions and call the student who
puts his / her hand up first to answer.
- Tell Ss each place consists of 3
questions; 3 points for the lst question; 2
points for the 2nd and 1 point for the 3rd.
* Da Lat
1. It is called the city of Eternal Spring.
2. It has a lot Of waterfalls and lakes.
3. You can find the most, kinds of flowers
here.
* NhaTrang
1. It's a seaside resort.
2. It has a very big monument of Buddha.
3. It has an Oceanic Institute.
* SaPa
1. It is a mountainous resort.
2. It has tribal villages.
3. Sometimes it has snow.
* Ha Long Bay
1. It is recognized as a World Heritage Site
by UNESSCO.
2. It has a lot of caves.
3. It consists of a lot of islands.
 LISTEN
* Set the scene:
The Jones family are going around HaNoi
arid they are talking about tjie directions
to 5 places in the maps, Listen to them
and match the places to the correct
positions on the map.
- Put the map on the board and ask Ss to Whole
identify the places. class
- Play the tape 2 or 3 times.
- Tell Ss to work in pairs to compare their
answers Pairwork
- Get Ss to give their answers and correct.
Answer Key:
a) restaurant b) hotel c) bus
station
Pre- d) pagoda e) temple
reading  READ 1 Teacher-Ss
1. accommodation (nu) (a place to live,
work or stay in)
2. giant (adj) = very big
3. tribe (n) (translation)
 tribal (adj)
4. slope (nhöõng) 
slope
5. (a) jungle (a very thick forest)
6. limestone (nu) (translation)
Checking technique: Bingo Whole
- Get Ss to brainstorm a list of 10 new class
words and write them on the board.
accommodation, giant, tri'ml, slope,
jungle, limestone, magnific ant,
resort, waterfall, recognize
While- - Ask Ss to choose any 4 words and copy
reding them into a paper.
- Call out the words until someone shouts
"Bingo" and wins.
II. Grid: Individual
- Ask Ss to read the advert, sements about
the resorts (p. 102, 103) and check () the
topics mentioned in the grid (p. 104) Pairwork
- Get Ss to work in pairs to compare their
answer.
- Ask Ss to give their answers.
Answer Key:
 Nha Trang:
flights to Ha Noi, railway, hotels, local
transport, tourist attractions.
 Da Lat
hotels, local transport, waterfalls, tourist
attractions
- Show the word-ctte chart on the board
and get a good student to model.
 Sa Pa
hotels, local transport, mountain slopes
tourist attractions, villages.
 Haï Long Bay
World Heritage, tourist attractions, sand
beaches, railway, hotels, caves, local
transport.
 restaurants, types of food  no place
Post - Have Ss copy down. Whole
reading III. Interview class
- Ask Ss to work in pairs, one plays the role Pairwork
of a toursit and the other plays the role of
a tourist officer to ask for and give the
information about the toursit sistes.
- Show the word-cue chart on the board
and get a good student to model.
Tourist Tourist officer
-Would you mind
telling me
Not at all. It is a
something about
(seaside resort.)
(NhaTrang)? -Yes, you can visit
-Is there anything (the giant
special ? Buddha, the
Oceanic Institute
as well as the
off shores
- How about the islands.)
accommodation ? - (There is a
small selection of
hotels here, so
you have to
- How can I travel book, it in
around the city ? advance.)
- You can (go to
the
- Thank you very Northern and
much southern
destinations by
bus or train).
- You're welcome.
- Ask Ss to use the information in the
advestisements to make other dialogues
and practise speaking.
- Ss in pairs should be assigned to work on
only one topic. Eg: Oroup I: Nha Trang
Group 2: Sa Pa
……………
- Get some pairs with different topics to
demonstrate their dialogues.
Homewo
rk - Rewrite the advertisements to make
them into short paragraphs, like this:
"Nha Trang is a wonderful seaside resort
for summer holidays……..

Lesson 4 Section: - Read 2 (page 105)
Aim: Reading for details about some places of interest in Viet Nam.
Further practice in making a,id responding to requests using "mind"
Objectives: Ss will be able fo make some suggestions on some tourist
in Viet Nam to foreign tourists.
Teaching aids pictures (p.110) 2 posters, gap fill chart
PROCEDURE
arrangeme
nt
Warm up  • REVISION: Wordsquare Teamwork
- Put the word square poster on the board
and inform the topic.
- Divide the class into 4 teams,
- Ask Ss to find 13 hidden words and
write them on a pice of paper.
- Tell Ss the team to find out the most
right words will get 2 points.
A D D Y R E S O R T
D C A T G B E A C H
K N L R Y S A P A E
B U A I M K S A P C
A H T B V B I P J I
C A V E S L D K I T
H L N L A K E C T A
M O U N T A I N R D
A N H A T R A N G E
A G D E F G X C U L
Answer Key:
Resort, beach, Sa Pa, caves,

lake, mountain, Nha Trang
Bach Ma, Ha Long, Da Lat,
Pre tribe, seaside, The Citadel
reading
 READ 2
Teacher-Ss
1. mountain - climbing (n)
(picture/explanation)
2. (to) sunbathe
(To lie in the sun to get some sunlight.)
3. (a) florist
(What do you call the person who sells
flowers?)
4. (to) import (translation / definition) (to
bring products, goods..into one country
Whole
from another.)
class
  to export
- Get Ss to copy down.
- Draw 5 circles on the board
Whole
- Elicit the voc.abulary from Ss again and
class
write them in the circles.
- Get Ss to repeat and rub out the words,
one at a time, but leave the circles and
continue until the circles are empty.
- Ask Ss to repeat the rubbed- out words
by pointing at the empty circles.
- When Ss seem to remember all the
words, ask 5 Ss at a time to go to the
board and fill in the circles with the right
words.
While- II. Matching Individual

reading - Put the posteron the board and ask Ss to
or match the words phrases in column A to
column B.
A B
1. Nha Trang a. tribal villages,
2. Da Lat mountain
3. Sa Pa climbing
4. Ha Long Bay b. The place where
5. Nha Rong President Ho chi Minh
Harbor left Viet Nam in 1911.
c. swimming and
sunbathing,
d. Oceanic Institute.
e. flower gardens
- Ask Ss to go to the board and draw the

lines
to connect the words.
Answer Key:
1. d 2. e 3. a 4. c 5. b
III. Grid
Post- - Get Ss to open their books, read the text
reading on page 105 and check (V) the boxes.
IV. Role play Pairwork
- Tell Ss to ask and answer questions using Teacher-Ss
the information in the text.
- Write the model on the board.
A: Where should (Andrew) go?
B: He should go to (Sa Pa)
A: Why ?
B: Because (he studies tribes and he likes
mountain - climbing) Teachedr-
- Model, using a good student . 1st
- Ask Ss to work in pairs to practice Pairwork
speaking.
- Monitor and correct
Presentat  LANGUAGE FOCUS 4
ion I. Revision: Gap fill Individual
- Put the gap-fill chart on the board.
- Ask SB to use the right words in the box
to fill in the gaps.
turned off explain telling ask
1. Would you mind ..... me something
about it ?
2. Do you mind if I .........you a question ?
3. Would you please .......,this new word to
me?
4. Would,you mind if I............ the
television ?
Practice Whole
Answer Kev:
I. telling 2. ask 3. explain 4. turned off class
II. Ordering pictures
- Get Ss to write the numbers and look at
the pictures on page 110 (1  6 )
- Ask Ss to listen to the situations and
order the pictures.
1. turn off the stereo.
2. watch TV while eating
3. sit down.
4. postpone the meeting.
5. turn on the air- conditioner.
6. smoke
Producti - Ask Ss to give their answers. Pairwork
on Answer Key: 1. d 2. f 3. a 4. c 5. e 6. b
III. Role play
- Get Ss to work in pairs, playing the roles
to demonstrate the exchanges based on
the models below the pictures.
Homewo
rk - Write down all the exchanges of the
pictures in L.F 4(a  f)
Do the exercises in the workbook, page
………..

Lesson 5 Section: - Write 1, 2 (page 105-107)
Period 70
Aim: To help Ss practice in writing a narrative using a guided
composition.
Objectives: Ss will be able to know how to write a narrative.
Teaching aids: pictures (p. 106, 107), gap fill charts, cardboards.
PROCEDURE
arrangeme
nt
Warm up Which word ? Groupwork
(Get Ss to study the definition of a of 4/5 Ss
narrative by a gap fill.)
- Put the miSsing words in a box on the
board and have Ss study first (Use
Vietnamese)
written climax attention brief
events
- Show the chart and ask Ss to fill in the
gaps with the words in the box.
A narrative is a sequence of ......
(l).....These events are usually ....(2)….. in
chronological order and often lead to
a ....... (3)......The first sentence of a
narrative should get the reader' s.....
(4).... .and the ending should be......(5)......
- Ask Ss of each group to go to the board
and
write the words as fast as possible.
- Explain the definition in Vietnamese.
Pre- Answer Key:
reading 1. events 2. written 3. climax Teacher-Ss
4. attention 5. brief
 WRITE
1. (a) canoe (picture / drawing)
2. (to) paddle (mime)
 paddle (n) (a thing used to paddle)
3. (to) hire (translation)
4. (to) overturn (drawing)
5. (to) rescue (definition) Whole

(to save somebody 's life from class
danger)
- Get Ss to copy.
Checking technique: Jumbled words
- Put the cardboards with the jumbled
words on the board.
- Ask Ss to work in groups to find the
rightwords and go to the baord to write
them.
a. cusere b. erhi c.
apdled
d. erhi e. ventuader f.
erovutrn
Answer Key:
a. rescue b. canoe
c.paddle
d.hire e. adventure f.
overturn
II. Ordering Statements:
- Set the scene;
Last week, while on vacation in Dalat, The
Jones family had quite an unforgetable
adventure on Xuan Huong Lake.What did
they do and what happened to them ?
- Ask Ss to open their books, read the first
part of the story on page 105 and
rearrange the sentences On page 106 to
complete the story.
- Call on some pairs to give their answers
and correct.
- Get some Ss to read the story aloud for
the ' class and correct pronunciation
errors.
Answer Kev:
c)  a)  g)  d)  f)  b)
 e)
 WRITE 2 Whole
I. Pre-teach: Matching class
- Have Ss look at the pictures on page 106
& 107 and guess the meaning of the new
words.
- Write the vocabulary on the board and
ask Ss to match them.
1. (to) stumble vaêng leân
2. (to) go off nhaän ra
3. (to) realize tröôït chaân
- Get Ss to copy.
II. Ordering pictures-
Ask Ss to look at the pictures again and
rearrange the events in the correct
chronological order to make it a story. Call
on some Ss to give their answers and
correct.
Answer Key:
d)  b) e)  h)  a)  f) c) 
g)
While- III. Write- it- up Individual

writing - Ask Ss to use the pictures already
rearranged and the given words to write
the story about Uyen.
- Monitor and help Ss with words or
Post- structures while they are writing.
writing - After Ss finish, call on some Ss to read
their story aloud for the class.
- Ask Ss to notice the Past simple tense is
often used in a narrative.
Answer Key:
Uyen had a day to remember last week.
She had a Math exam on Friday but she
got up late. Sherealized her alarm clock
did hot go off. As she was leaving home, it
started to rain heavily. Uyen tried to run
as fast as she could. Suddenly she
stumbled against a rock and fell onto the
road. Her schoolbag went into a pool of
Homewo water and everything got wet. Strangely,
rk the rain stopped as she got to her
classroom. Luckily, Uyen had eriough time
to finish her exam.
- Write the whole story in your notebooks.
- Work in groups of 4 writing a
story to tell the class in the next
leSson.

Lesson 6: Section : - Language Focus 1, 2 (page 108,109)
Period 71
Aim: To help Ss practice in using - ed and - ing participles.
Objectives:
Ss will be able to use present and past particij describe things and
people.
Teaching aids: pictures (p. 108,109), cardboards, gap- fill chart.
PROCEDURE
arrangeme
nt
Warm up Memory gam? Whole
- Ask Ss to open their books and observe class
the picture on page 09 carefully.
- Let SS look at tHe picture for 20" and ask Whole
them to close their books. class
- Divide the class into two teams and ask
each team to go to the board and write Teamwork
from memory the names of the things
they've just seen in the picture.
- Tell them, the team having the most
right words is the winner.
- Have Ss open their books again, go
through the words and correct.
Answer Key:
- box, lamp, truck, doll, flowers, elephant,
bear, rabbit.
Presentat  LANGUAGE FOCUS 1 Whole
ion class
I. Pre-teach
- Ask Ss to open their books and look at
the picture on page 108.
- Set the scene:
It's time for receSs and the people at
Quang Trung School are in the school
yard. What are they doing ?
- Ask questions and call on Ss to answer Teachers-
then correct. St
Teacher: What's Mr Quang doing ?.
Student: He's walking / going up the stairs
Teacher: (Miss Lien)
Student:(carrying a bag / talking to Nam)
Teacher: (Nam)
Student : (standing next to MiSs Lien/
talking to Miss Lien)
Teacher: (Ba)
Student: (sitting under the tree/ reading a
book)
Teacher: (Lan)
Student: (standing by the table)
Teacher: (Nga and Hoa)
Student: (playing cheSs)
- Elicit the target language by asking the Choral 
question below then have Ss repeat: individual
T: Who is the man walking up the stairs ?
Model sentences:
The man walking up the stairs is Mr Quang
(present participle phrase)
Concept check
Form: Verb + ing  Present participle
Use: A present participle (phrase) can be
used as an affective to qualify a noun with Whole
active meaning. class
- Have Ss copy.
Practice II. Word- Cue Drill,
- Show the cardboards and have Ss run
through the situations again.
1. Mr Quang / walking up the stairs
2. Miss Lien / carrying a bag
3. Nam / talking to Miss Lien
4. Ba / sitting under the tree
5. Lan / standing by the table
6. Nga and Hoa / playing cheSs
- Model the sentence (l)and have Ss Choral 
repeat.: 1. The man walking up the stairs individual
is Mr Quang
- Show the cardboards to Ss and ask them
to say the next sentences.
Presentat
I. Pre-teach: - Matching
ion
- Ask Ss to look at the words in the box Pairwork
and the picture on page 109 to do the
matching.
1. box a. wrap in
2. truck b. dreSs in
3. lamp c. recycled from
4. doll d. keep in
5. flowers e. make in Teacher-Ss
6. toys f. paint
- Ask Ss to look at the picture on page 109

again and answer (the questions.
1. Where is the old lamp made in ?
(China)
2. What colour is the box painted ?
(green)
3. What is the truck recycled from ?
(cans)
4. What colour is the doll dreSsed in ? (red)
5. What are the flowers wrapped in ?
(blue paper)
6. Where are the toys kept ?
(in a cardboard box)
- Elicit the target language by asking the

question below tr|en have Ss repeat.
T:How much is $ie old lamp made in China
? Choral 
Model Sentences: Individual
The old lamp made in China is five dollars.
(past participle pharase)
Concept check
Form: Teacher-Ss
- Regular verb + ed Past
- Irregular verb participle
 Clumn 3
Use: A past participle (phrase) can be used
as an adjective to qualify a noun with
Practice paSsive meaning.
- Get Ss to copy. Individual-
II. Question- Answer Drill Choral
- Have Ss look at their books, listen to the
questions and answer.
1. T: How mucji is the box painted
green ?
St: The box painted green is one Pairwork
dollar.
2. Truck made from recycled cans / $ 2.
3. Doll dreSsefl in red / $ 2.
4. Flowers wrapped in blue paper / $ 1. Individual
Producti 5. Toys kept ih a cardboard box / $ 10.
on - Ask Ss tio work in pairs, asking
answering thfe questions.
- Call on some pairs to demonstrate for
the class.
III. Gap fill: Present or past
participle?
- Ask Ss to use the right form of the verbs
in the box to fill in the gaps.
sit break live water sing
1. The gift .......... at 50 Tran Hung Dao is
my friend.
2. The garden ........every morning is full of
flowers.
3. The cat.......... on tha table is hers.
4. The vase.........yesterday is my
father's favorite one.
5. The woman ........on the stage is my
neighbor. Answer Key:
1. living 2. watered 3. sitting
4. broken 5. singing
Homewo - Do the exercises in the workbook, page
rk ……….
UNIT 12 : A VACATION ABROAD (Period 74-79)

I. Aims
Helping students - to make plans
- to make, accept and decline invitations
- to ask and answer questions about the weather
- to write a postcard
II. Language Focus
1. Past progressive
2. Past progressive with When and While
3. Present progressive with Always
Ill.Vocabulary
Verbs Nouns
(to) bother brochure overhead
(to) carve gallery (adv)
(to) include itinerary
(to) pick up lava
(to) pour prison
(to) come sightseein
over g
valley
wharf
volcano
IV. Unit Allocation
Lesson Listen and Read Reading for details about
1 1, 2 accepting and declining invitat
Lesson Speak Practice in making plans.

2
Lesson Listen Listening for information a
3 weather.
Lesson Read 1,2 Reading for information about of
4 interest in the world.
Lesson Write 1, 2 Practice in writing a postcard

5
Lesson Focus 1,2,3 Practice in past progress When
6 and While and! progressive
with Always.
Note: Period 72: Revision
73: Test (45’)
UNIT 12: A VACATION ABROAD

Lesson 1 Section : - Getting started (page 111)
Period 74 - Listen and Read 1, 2 (page 112,113)
Aim: Reading for details about making plans for a vacation abroad.
Objectives: By the end of the lesson, Ss will be aware of how to make,
accept and decline invitations.
Teaching aids: photocopied pictures (p.11l), cassette, chart (True /
False)
PROCEDURE
arrangeme
nt
Warm up  GETTING STARTED Individual
I. Guessing game:
- Show the photocopied pictures to Ss;
one by one, and ask Ss to guess what
country it is.
Answer Key:
a) The USA b) Australia c)
Thailand
d) Britain e) Canada f)
Japan
- Ask if they know what 3 first pictures are.
(a) Statue of Liberty b) The Opera House
c)........
II. Chatting
Teacher: Where do you want to visit
among these countries ?
Pre- Student: ............
reading Teacher: Why ? Teacher-Ss
Student: ..................
 LISTEN AND READ
1. (to) include (translation)
2. (to) come over (explanation)
(to come to someone's house to visit for a
short time)
3. (to) pick (someone) up (explanation)
(to come and get someone in your car to
drive him / her to a place.)
4. abroad (adv) = in a foreign country.
 (to) be / go / travel / live a abroad
- Get Ss to copy
Checking technique: Rub Out and
Remember
- Ask Ss to close their notebooks and look
While at the board.
reading - Rub out the English words, one at a time,
point to the Vietnamese words and ask Ss
“What’s this in English?”
out, go though the Vietnamese list & get
Ss to call out the English words.
II. True/ False Prediction
- Set the scene:
Mrs Quyen is going to the USA for a
vacation. She is ringing her friend, Mrs
Smith, to tell her about the trip.
- Put the chart on the board and ask Ss to
read the statements.
1. Mrs Quyen is calling Mrs Smith from the
airport in San Francisco.
2. Mrs Smith invite Mrs Quyen and her
husband to stay with her while they are in
town.
3. Mrs Quyen doesn’t accept Mrs Smith ‘s
invitation because she want to stay with a
Vietnamese friend of hers.
4. Mrs Quyen and her husband will be in
the USA for 3 days.
5. Mrs Quyen and her husband will come
over to Mrs Smith’s place for dinner one
night.
6. Mr Thanh; Mrs Quyen’s husband, goes
abroad for a business meeting.
- Ask Ss to work in pairs to decide if the
statements are true or false.
- Get Ss to give their answers and write
them on the broad.
- Have Ss open their books, listen to the
tape while reading the dialogue on page
112.
- Call on some Ss to correct the false
statements.
Answer Key:
1. False  Mrs Quyen is calling Mrs
Smith from Ha Noi
2. True
3. False  …because her

accommodation is
included in her ticket price.
4. True
5. False  Only Mrs Quyen will
come over to Mrs Smith’s
III. Grid (Listen and Read 1)
- Draw the grid on the board and have Ss
copy it.
dialogue.
- Ask Ss to work in pairs to complete Mrs
Quyen’s schedul with the information
taken from the dialogue.
- Call on some Ss to go the board to write
the information in the grid on the board.
Answer Key:
Date Mon 25 Tue 26 Wed 27 Thur 28
Schedul Coming Going Having Leaving
e to out dinner San
San with the rancisc
Francis Smiths o
co
- Have Ss copy
IV. Comprehension Questions
- Ask Ss to look at their books and answer
the questions on page 113.
- Let Ss compare their answers with their
partner.
- Call on some Ss to answer.
Answer Key
a) No, they won’t. Because they are
coming on a tour, and their
accommodation is included in the ticket
price, so they will stay at the hotel.
b) No, he won’t. Because he will have a
business meeting in the evening that day.
c) Mrs Smith will pick her up at her hotel.
- Get Ss to copy.
V. Grammar Awareness
- Tell Ss to read the dialogue again and
pick out the statements indicating the
following situations:
1. Making an invitation.
2. Accepting an invitation.
3. Declining an invitation.
4. Making a complaint.
- Call on Ss to give their answers and have
Ss copy.
Answer Key:
1. Making an invitation.
“Would you like to come and stay with
us…?”
“… you must come over for dinner one
night.”
2. Accepting an invitation:
“Yes, we’d love to but we’ll only be in town
for three nights”.
3. Declining an invitation:
Homewo “That’s very kind of yo but we’re coming
rk on a tour…”
4. Making a complaint:
“Oh dear. He’s always working”
- Do the exercises in the workbook,
page………..

Period 75
Aim: To get Ss to practice in making plans using tourist brochi flight
information.
Objectives: By the end of the lesson, Ss will be able to talk about their
plans for a trip abroad.
Teaching aids: photocopied tables (p.113, 114), chart (mapped
dialogue), realia
PROCEDURE
arrangeme
nt
Warm-up  Quit
- Tell Ss the student who can answer the
question will get 1 or 2 good marks.
1. What's the end of
everything ? (letter g)
2. What word starts with T, ends with T,
and is full of T?
(Teapot ; Pot  full of)
3. What's in the middle of New York City ?
(York)
4. Which river in America has 4 eyes ?
(Mississippi; four eyes  hononym)
Presentat • Teacher -
ion Ss
 SPEAK
- Elicit words, from Ss.
1. (an) itinerary (explanation / translation)
(a plan for a journey including the route
and the places you visit.)
2. (a) gallery (situation)
(I go to this place to see works of arts to
be
shown. What's it in English ?)
3. (a) flight = a journey made by plane.
4. via (prep) = through a place,
5. facilities (plural) (translation)
6. (a) brochure (realia)
 Travel brochure
- Have Ss copy. Whole
Checking technique: Slap the board class
- Put the Vietnamese translation all over
the board.
- Call on 2 Ss or 2 teams of 4/5 Ss in both Teamwork
sides of the class to the front of the class
standing at equal distance from the board.
.
- Call out the English word & Ss run
the board.
- The student slapping the right word first
is the winner and gets a point for his /her
team.
II. Matching Individual
- Show the photocopied tables (p. 113,
114) on the right of the board randomly
and ask Ss to match them with the right
titles on the left.
Practice - Write the titles (on the left ).
1. Itinerary
2. Flight information Individual
3. Hotel advertisement
4. Travel brochure
- Call on some Ss to go to the board to
draw the lines to match the tables with the
titles.
III. Tell Me About
- Leave the tables on the board and ask Ss
to look at them.
- Go through the tables, asking Ss
questions for information about the flights,
accommodation, and tourist places.
Suggestions:
* For the flight information table:
+ How many flights a week can you take
from Los Angeles to Boston ?
+ Which flight can you take every day of
the week?
* For the Hotel advertisement table:
+ Which of the hotel is cheaper ?
+ How much is a double room in Revere
Hotel ? How about the Atlantic Hotel ?
* For the Travel brochure:
+ Where can you visit ?............
IV. Mapped Dialogue
- Set the scene:
These people are making a plan, for their
trip from Los Angeles to Boston. Let's do it
with them ! Teacher-Ss
board.
- Elicit the exchanges from Ss.
- Have some pairs practice each exchange
before going on to another exchange.
- After finishing the dialogue, ask a good Pairwork
pair
to demonstrate the whole dialogue.
Open pairs:
- Ask some pairs to demonstrate the
dialogue. Closed pairs:
- Ask Ss to work in pairs, replacing the
information using the tables.
Where shall we The Revere Hotel is

stay? expensive but it
has a gym.
I think we should
Where should we visit Havard
visit? Medical School, the
Museum and Arts
Gallery.
There’s a daily
What time should flight at 10 am,
we leave Los would that be OK?
Angeles?
V. Transformation
- Ask Ss to make a plan for their coming
summer holiday by filling the information
in their itinerary.
Producti eg: Pairwork
on Depart (Hue):..........................
Arrive (Ho chi Minh City):.................
Accommodation:.....................
Sightseeing:..........................
Depart (HCM City):........................
- Call on some pairs to demonstrate their
plans for the class.
- Write your itinerary into your notebooks.
Homewo
rk

Lesson 3 Section: - Listening (page 115)
Period 76
Aim: Listening for information about the weather.
Objectives: Practice in listening to the weather forecast for information
the weather in big cities in the world.
Teaching aids: Cassette, chart (gap fill)
PROCEDURE
arrangeme
nt
Warm up  Chain game Groupwork
Get Ss, one by one, to go to the front of of 10/12 Ss
the class, each student says out a word
until they make a meaningful sentence. At
the end, ask the whole group to repeat the
sentence.
eg: Teacher: Yesterday
S1: I
S2: went
S3: shopping
S4: and
S5: bought
S6: a lot of
S7: things
S8: …………
Pre- I. Brainstorm Individual

listening - Write the topic on the board.
- Ask Ss to find the words related to the
topic. Collect Ss words and write them on
the board
Words related
to the
weather
forecast
Possible answer
Cloudy, cool, cold, warm, hot, dry, fine,
humid, rainy, snowy, sunny, wet, windy,
stormy, degree, minus, Centigrade........
- Go through the meaning of the words
and have Ss copy.
II. Chatting Teacher-Ss
- Ask Ss some questions to lead in the
lesson.
- Suggestions:
1. Have you ever listened to the weather
forecast on TV or on the radio ?
2. What does it often tell you
about ? (weather & temperature)
3. Do you think it's necessary to listen to
the weather forecast ? Why / Why not ?
4. What do you know about the high and
While- the low temperature ?
listening (It refers to the lowest and highest Whole
temperature degrees in a day.) class
III. Gap fill
- Put the gap- fill table on the board.
- Have Ss copy in their notebooks.
Temperatur
e
City weather Low High
1. Sydney dry; windy 20 26
2. Tokyo dry; windy 15 22
3. London humid, cold -3 7
4. warm; dry 24 32 Teacher
Bangkok
5. windy; 8 15
NewYork cloudy
6. Paris cool; dry 10 16
- Tell Ss they are going to listen to the
weather forecast about the cities hi the
table and have to fill in the gaps with
the information they hear.
- Play the tape 2 or 3 times. Pairwork
- Tell Ss to work in pairs to compare their Teacher-Ss
answers.
- Get Ss to give their answers and correct.
- Have Ss copy the answer.
Post- Answer Key: (bold words and numbers in
listening the table above)
IV. Role Play
- Have Ss ask and answer the questions
about the weather and temperature
using th information in the table.
- Model, using a good student. Teacher-St
- Write the exchanges on the board.
A: What's the weather like in Sydney
today?
B: It will be dry and windy.
A: How about the temperature ? Pairwork
B: The low will be 20 and the high 26
degrees.
- Open pairs:
Ask a pair to demonstrate the exchanges. Teacher-Ss
- Close pairs:
Have the whole class practise
speaking, using the information in the
table.
- Call on some pairs to demonstrate
the exchanges before the class.
- Write-it -up: Use the information in the
table to write a weather report, beginning
with; " Here is today's weather
forecast for the international
travellers. In Sydney, it will be
…………………

Lesson 4 Section :Read 1,2 (page 116 – 118)
Period 77
Aim: Reading for infonnation about the places of interest in the world.
Objectives: By the end of the lesson, Ss can obtain some knowledgt
about some scenic sports in the U.S.A
Teaching aids: postcards, cardboards, pictures, drawing.
PROCEDURE
arrangeme
nt
Warm up  Pelmanism. Adjectives - Nouns
- Prepare 11 cardboards numbered from 1
to 11 on one side and the words on the
other side.
Adjectives Nouns
humid humidity
warm warmth
windy wind
dry dryness
cloudy cloud
coolness
- Inform the rules of the game.
- Stick the cardboards on the board
showing the numbered side.
- Divide the class into 2 teams & ask each
team to choose 2 numbers, one in the first
row, and one in the second row. If the
words in the both cards match in sequence
of an adjective with a noun, this team will
get a point.
Pre
reading
READ 1 Teacher-Ss
I. Pre teach vocabulary
1. (a) volcano (picture/ drawing)
2. lava fnu) (picture/ drawing)
3. (to) pour out (picture/drawing)
pour out
volcan
o
4. (to) carve (mime/explanation) Individual
5. (to) be situated (translation)
6. overhead (adv) = above your head
- Have Ss copy down the
vocabulary. Checking technique:
Ordering
- Write the vocabulary on the board
randomly.
- Have Ss copy the Words into their
exercise notebooks.
- Read the paragraph aloud. "Mrs Quyen &
her husband visited many places of
interest in the V.S.A while they were there.
First they went swimming at Waikiki
Beach situated on the Hawaiian Island of
Oahu. There they could see the lava
pouring out of the Kilawea Volcano Pairwork
when they flew. overhead. They also saw Teacher-Ss
the heads of 4 American Presidents
carved into the rock of Mount
Rushmore..."
- Get Ss to compare their answers with
their partners.
- Ask Ss to give their answers & read the
text again to correct.
Answer Kev.
Volcano (6)
overhead (7)
Island (3)
While lava (4) Teacher
reading went swimming (1) Whole
pouring out (5) class
carved (8)
situated (2)
II. Grid
Draw the grid on the board.
Ask Ss to copy the grid in their notebooks
Place What she did and
saw
a. Hawaii Went swimming Pairwork
b. New York visited Kilauea
c. Chicago Volcano
d. Mount
Rushmore
e. San Fancisco
- Ask Ss to read the postcards from Mrs
Quyen to her children and fill in the gaps
with the
information taken from them.
- Call on some Ss to go the board & write
the information in the gird on the board.
- Give feedback & correct.
Answer Key:
Place What she did and saw

a. Hawaii Went swimming, visited
b. New Kilawea Volcano.
York Went shopping, bought
c. Chicago lots of souvenirs
d.Mount Saw Lake Michigan
Rushmor Saw the heads of 4
e American Presidents
e.San Visited Fisherman’s wharf,
Fancisco the Napa Valley wine-
growing area and the
Alcatraz Prison.
- Ask Ss to read the postcards from Mrs
Quyen to her children and fill in the gaps
with the information taken from them.
- Call on some Ss to go to the board &
write the information in the grid on the
board.
Answer Key
Place What she did and saw
a. Hawaii Went swimming, visited
b.New York Kilawea Volcano.
c.Chicago Went shopping, bought
d.Mount tots of souvenirs
Rushmore Saw Lake Michigan
e.San Saw the heads of 4
Fancisco American
Presidents
Post- Visited Fisherman's
reading wharf, the Napa Valley
winegrowing area and
the Alcatraz Prison
 Read 2
III. Comprehention
questions
- Ask Ss to look at the questions on p. 118
& answer
the questions.
- Tell them to compare their answers with

their partners.
- Call on some pairs to give their answers
&
give feedback.
Answer Key
a) She went there by plane.
b) She saw the famous prison on the island
of Alcatraz.
c) It is the mount where the heads of four
American Presidents are carved into the
rock; and it can be seen from more than
100 km away.
d) It is also called " The windy City"
Homewo e) She went shopping.
rk
- Write the answers into your notebooks
- Do the exercises in the Workbook , page

Lesson 5 Section: Write 1,2 (page 118)
Period 78
Aim: To get Ss to practice in writing a postcard.
Objectives: Ss will be a le to write postcards to their friends about
their trip.
Teaching aids: chart , drawing
PROCEDURE
arrangeme
nt
Warm-up  Lucky numbers Teamwork
- Write the numbers on the board . (1 
10)
4 of them are lucky numbers. For a lucky
number, Ss will get 2 points.
- Ask Ss to answer briefly.
Questions:
1. Where did Mrs Quyen & her husband
spend their holiday?
- In the U.S.A
2. Lucky number
3. What did they see on Mount Rushmore?
- The heads of 4 American Presidents
carved into
the rock.
4. Who did they visit when they were in
the U.S.A?
- The Smiths.
5. Lucky number
6. What did Mrs Quyen do while her
husband was visiting the Statue of Liberty?
- She went shopping.
7. Lucky number.
8. What did Mrs Quyen buy?
- Lots of souvenirs.
9. What did she send to her children from
the U.S.A?
- Postcards .
10. Lucky number.
 WHITE 1
I. Gap- fill
- Set the scene.
From the U.S.A, Mrs Quyen sent a postcard
to her friend Sally to tell her about the trip.
- Ask Ss to look at the postcard on p.118
and complete the gaps with the
appropriate words.
- Call on some Ss to go to the board &
write the words they guess.
Answer kev.
1. in 2. people 3. weather
4.visited
5.her 6. nice/ lovely7. bought8. for
9. heaviness 10. soon
II. Grid
- Write the topic on the board.
- Information needed to write a
postcard.
- Ask Ss to look at part 2 (p.118).
- Go through the instructions by using
questions :
eg: What do you write about the place?
(Names of places.)
What do you write about the
weather? (The weather is warm or
cold or ...)
- Draw the grid on the board.
- Let Ss copy the grid.
- Ask Ss to read the postcard (Write 1)
again and fill in the gaps with the
sentences showing the
information on the left.
- Give feedback and correct
- Call on some Ss to go to the board and Teacher
write their answers in the grid. Whole
- Give feedback and correct. class
- Ask Ss to write the grid in their
notebooks. Answer key:
Necessary
information for a
postcard
Place (We're having a
wonderful time in the
U.S.A )
How you feel (The people are
about the people. friendly)
Weather (The weather has been
warm & sunny)
Who you meet/ (In San Fransico, I

visit visited my friend,
Sandra Smith.).
What you see (no information)
While- What you buy (I bought lots of
writing souvenirs)
Teacher
 WRITE 2
I. Set the scene
Imagine you are a tourist on vacation in a
certain place (city in Viet Neon, Write a
postcard to a friend about your trip, using Individual
the information in the grid.
II. Writing
Post- - Tell Ss to write the postcard on a piece of
writing paper (to be collected if necessary)
- Monitor and assist Ss with their Individual
writing. ///. III. Exhibition
Homewo - Call on some Ss to the front of the class Teacher
rk and ask them to read their postcards to
the whole class.
- Write your postcard in your notebook.

page....

Lesson 6: Section: Language Focus 1, 2, 3 (page 118)
Period 79
Aim: Practice in Past progressive and Present progressive tenses with
"always".
Objectives: Ss will be able to talk about activities using the Present
and Past progressive tenses.
Teaching aids: pictures (p. 119,120 ), cardboards
PROCEDURE
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Warm-up  Memory game Teamwork
- Divide the class into 2 parts.
- Ask the first student in one group to say
a simple sentence.
- Ask the first student in the other group I
repeat the previous sentence and add one
new sentence of his / her own.
- Go on until the last student _ the whole
sentences and his / her team loses the
game.
Presentat  LANGUAGE FOCUS 1 Whole
ion I. Ordering pictures class
- Ask Ss to look at the pictures on page
119 (LF1) carefully. Tell Ss to listen and
number the pictures.
- Read the verbs aloud.
1. walk with a dog 4. talk to Grandma
2. eat dinner 5. read a comic
3. take a shower 6. write a letter
II. Teaching grammar
- Set the scene:
"Look at picture a) ! What was Ba doing at
8 o'clock last night ?"
- Elicit the answer from Ss, get Ss to
repeat and write the sentence on the
board.
- Continue to picture (f) with the same
steps
“What were Lan and her Grandma doing at
that time?”
Model Sentences:
Ba was taking a shower at 8
o’clock
last night.
They were talking to each other at that
time
(be) (V-ing)
Concept check: Past progerssive tense
Form: was / were + Verb-ing
Use: to indicate an action that was in Whole
Practice progress at a point of time in the class
past.
- Let Ss copy. Teacher-Ss
III. Word-cue Drill
- Show the cardboards and go through the
verbs.
1. Ba / take a shower
2. Hoa / have dinner
3. Bao / read a comic
4. Nga / write a letter
5. Na / walk with her dog
6. Lan and her grandma / talk to each
other Teacher
- Model the first sentence and have ss Choral 
Presentat
repeat, Individual
ion
-Ask the whole class work through the rest
of the cues. Pairwork
write the sentences.
I. Matching
- Ask Ss to look at the pictures on page Teacher-Ss
119 and do the matching on page 120,
Answer Key:
a)C b)F c)E d)B e)D f) A
II. Teaching Grammar
-Elicit the model sentences by asking the
questions:
1. What was the Le family doing when the
mailman came?
2. What happened while Nga was eating ?
Model Sentences:
The Le family was sleeping when
the
mailman came
Past Continuous Past
simple
The phone rang while Nga was eating

Past simple Past Continuous
Concept check
Form: Main clause Conjunction
Adv clause
Past continuous when Past
simple
Past simple while Past
continuous
Practice Use: Sequence of tense: An action was Whole
taking place in the past when another class
action took place.
- Get Ss to copy.
III. Picture Drill Choral 
- Put the photocopied pictures on the Individual
board in the order of the word cues
- Model the first sentence and have Ss
repeat. The Le family was sleeping
when the mailman came.
- Ask ss to work through the rest of the
cues
Picturea)  The Le family / sleep
Presentat b)  Hoa / eating
ion c)  Nam / win the race
d)  Mrs Thoa / cook Choral 
e)  Lan / arrive at school Individual
f)  It/rain
I. Set the scene
- Elicit the model from Ss, using
Vietnamese.
- Have Ss repeat and write the sentence
on the board.
Model Sentences:
Bao is always forgetting his
homework
(be) (adv) verb-ing Choral 
Individual
Present progressive
Concept checking
Form: is/am/are + always + verb-ing
Use: to express a complaint
- Have Ss copy.
II. Picture Drill
- Ask Ss to look at the pictures.
- Model the fisrt picture and have Ss
repeat.
- Ask Ss to work through the rest of the
pictures.
- Call on some Ss to go to the board to
write the
sentences.
- Write complete sentences in the
notebook (1,2,3)
UNIT 13: FESTIVALS (Period 80 - 84)
I. Aims
Helping students - to ask for explanations of events
- to give an account of something
- to write a paragraph about what was done
II. Language Focus
1. Passive form: Be + Past participle
2. Compound words
3. Reported speech
III. Vocabulary
Verb Noun
(to) award carol jolly (adj)
(to) fetch competition
(to) council
participate husk
(to) separate patron saint
(to) urge pomegranate
(to) yell teammate
(to) rub judge
(to) spread tradition patron saint
IV. Unit Allocation
Lesson 1 Getting started Compound words Ask for
Listen and Read 1, explanations of events.
2
Language Focus 3
Lesson 2 Speak 1, 2 Practice in talking about
Listen 1, 2 preparations for a special event.
Listening for details about the
preparations for Tet.
Lesson 3 Read 1, 2 Reading for details about

Christmas.
Lesson 4 Write 1, 2 Practice in writing a paragraph
about what has been done.
Lesson 5 Focus 1, 2, 4 Practice in reported speech
Passive forms Reported speech
UNIT 13 : FESTIVALS
Lesson 1 Section: - Getting started (page: 121)
- Listen and Read 1, 2 (page: 121, 122)
- Language Focus 3 (page: 130)
Aim: Reading for details about traditional Festivals.
Objectives: Ss will be able to ask for explanations of events.
Teaching aids: posters, cassette.
PROCEDURE
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Warm-up  GETTING STARTED: Chatting Individual
- Write the names on the board
Tom, David, Huckleberry, Oliver, Robinson
- Tell Ss these people are going to go on
their visits to Vietnam and they need
advice on where to go.
- Introduce the names, one by one.
1. Tom likes swimming and
sunbathing.
Where should he go?.,.....Why?......
2. David is interested in ancient cities  ?
3. Huckleberry likes mountain • climbing
Pre-  ?
reading 4. Oliver is keen on pottery  ? Teacher-Ss
5. Robinson is fond of crowded places 
?
 LISTEN AND READ
1. (to) fetch: (definition)
(to go to get (sth) and bring it back.)
2. (to) yell = to shout loudly
3. (to) urge: (translation / explanation)
(to make a person / an animal move
more quickly)
4. (to) rub: (mime)
5. (to) participate = to take part (in
sth)
Whole
• participation (n)
class
6. (to) award: (situation)
(He is the winner of the competition.
They (award) him the first prize.)
 to award (so) (sth) = to award (sth) to
(so)
- Get SS to copy
Checking technique: what and where Teacher-Ss

- Elicit words from Ss and write them
inside the circles.
- Get Ss to repeat and rub out the words,
not the circles- continue until the circles
are empty. Individual
words, ask
Ss to come to the board and fill in the
circles
with the right words. Teacher
II. Open prediction
- Set the scene:
Ba invites his friend Liz to a traditional Teacher-ss
festival in the North of Vietnam. Do you
know what kind of festival it is? (It is the
rice cooking festival.)
- Ask Ss to guess what they are going to
read by asking questions then write Ss'
answers on the board.
Suggestions:
+ How many competitions do people
enter in a rice- cooking festival? (3)
+ In water-festival competition, what do
people do? How about a fire- making
competition? A rice-cooking competition?
(on the board)
Rice- cooking festival
Whole
class
(Water fetching) (fire-making) (rice-
While- cooking)
reading to fetch water to make a fire to
cook rice
Ask SS to open their books (p. 121, 122), Pair work
read the dialogue and listen to the tape.
- Play the tape
- Check if Ss' guesses are correct or Whole
not. class
III. True or False
- Ask Ss to read the statements (2, page
122) and check () the boxes, using the
information in the dialogue.
- Get Ss to give their answers and correct
the false sentences.
- Have Ss copy down.
Answer Key:
a) False  Only one team member
takes part in the water-fetching
contest.
b) False  One person has to
collect one water bottle.
c) True
d) False  Pieces of bamboo are
used to make the fire.
e) False  In the final contest, the
judges taste the rice.
d) True
Post IV. Grammar Drill: Compound Adjectives Teacher-Ss
reading - Elicit the examples and write them on the
board.
A rice- cooking Festival
a water- fetching
Competition
a fire- matching
(article) (noun) (verb-ing) (noun)
Compound adjectives
Concept Check:
Use: to form a compound Whole
adjective class
Form: noun + Verb-ing Group
- Have ss copy work of 4/5
V. Transformation Drill: (Language teams
Focus 3)
- Deliver posters to Ss.
- Ask Ss to do the exercise on page 130 Teacher-Ss
and write their answers on the posters.
- Have Ss put their posters on the board.
Answer Key:
a) A fire - making contest
Homewo b) a bull- fighting festival
rk c) a car-making industry
d) a flower-arranging contest
e) a rice- exporting country
f) a clothes-washing machine
- Practise speaking the dialogue with your
partner.
- Language Focus 3: Write the sentences
and rewrite them using the compound
adjectives.
UNIT 13 : FESTIVALS
Lesson 2: Section : - Speak 1, 2 (page 123)
Period 81 - Listen 1, 2 (page 124)
Aim: Practice in talking about preparations and listening for details.

Objectives: SS will be able to talk about their preparations for a
special event.
Teaching aids: Chart (mapped dialogue), cassette.
PROCEDURE
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Warm – - Find things in common Individual
up ~ Ask Ss to think of 5 things they often
prepare for Tet and write them down on a
piece of paper.
- Divide the class into 2 sides.
- Choose one student randomly in a side
and ask him/her call out his or her words
while the ss in the other side check () the
words on their paper same as that
student's.
- The students to have the most same
answers will get Z good mark
Suggestions:
- Decorate / clean / paint the house/ the
room/the yard...
- Buy cakes/ candies/ drinks/ food/ fruits…
- Cook/ make cakes
- Get/ buy new dress...
- Write / send New Year cards to
friends/ relatives.... Teacher-Ss
 SPEAK 1
- Elicit the vocabulary from Ss.
1. Pomegranate
2. Peach blossoms
3. Marigolds
4. Dried watermelon seeds
5. Spring rolls
- Get Ss to copy
Checking technique: Bingo
- Get Ss to brainstorm a list of 10 new
words
and write them on the board: Individual
Pomegranate, peach blossom,
watermelon, marigolds, spring role, (to)
fetch, competition, contest, (to) separate,
council.
- Ask Ss to choose any 4/5 words and copy
them into their papers.
- Call out the words until someone has Pair work
ticked all of his/her words and shouts
"Bingo" and wins
II. Ordering
- Ask Ss to read the dialogue on page 123
and put the sentences in the correct order.
Answer Kev:
Practice A F B  G
C H E  I Teacher-Ss
D J
- Ask ss to close their books
- Put the chart with the cues on the board.
- Elicit the exchanges from Ss. Pair work
- Have some pairs practise each exchange
before going on to another exchange.
- After finish the dialogue', ask a good pair
to
demonstrate the whole dialogue.
+ Open pairs: Call on some pairs to
+ Closed pairs: Have the whole class work
in pairs.
Mrs Quyen Lan
A: 1 yes / where/
You/tidied/bedroom? going /
B: market/have to/ 2 Could/ collect/ new
oranges/pomegranat Ao Dai tailor/
es corner/?
C: aure/will 3 Thanks/ anything/
D: not really/ But/ want/me/do/ while/
want house/ look out/?
nice/ 4 MonV I/ what/ do
festival now/ will/ clean/
E: That/ very good/ glass windows
Bye 5 Bye/
 SPEAK 2
- Ask Ss to choose one of the festivals
(p.123) and make up their own dialogues.
- Monitor and assist 3s (if necessary) while
they are working.
dialogues for the class.
 LISTEN
I. Gap - fill prediction
- Set the scene: *Take Robinson family is
making preparations for Tet. They want to
buy things to make it a traditional festival
as Vietnamese people do. "
statements on page 124.
- Get Ss to predict the words in the gaps
- Write Ss' guesses on the board.
- Play the tape (2 or 3 times)
- Ask Ss to listen and' fill in the gaps.
- Call on some Ss to give their answers and
check if Ss' guesses are right or not.
- Play the tape again and correct.
Answer Key:
a. Mr Robinson / Flower
market
b. Traditional
c. Dried watermelon seeds
d. Make spring rolls
II. Grid
- Ask Ss to copy the grid (p.124) in their
notebooks and fill in the gaps with the
information taken from the statements
above.
Answer Key:
Things to do
- Go to the flower market
Mr. to
Robinson buy peach blossom and
a
bunch of marigolds.
Mrs. Robinson - go to Mrs. Nga’s

to learn how to
make spring rolls.
Liz - Go to the market
to buy candies and
a packet of dried
watermelon seeds.
Homewo - Write your own dialogue in your
rk notebooks.
UNIT 13: FESTIVALS

Lesson 3 Section: - Read 1, 2 (page 124, 126)
Period 82
Aim: Reading for details about Christmas,
Objectives: Ss will get some knowledge about Christmas.
Teaching aids: Pictures, cardboards, poster, cassette (song
PROCEDURE
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Warm up  Sing a song Whole
- Teach Ss an English Christmas song. class
Eg: Silent night, I wish you a merry
Christmas...
Pre- - Ask Ss to listen to the tape and sing
reading along.
 READ Teacher-Ss
I. Pre- teach vocabulary
1. (to) spread (explanation)
(to cover a larger and larger area.)
 to spread - spread - spread
2. Christmas carol (example)
(Silent night is a Christmas carol)
3. Patron saint (translation)
4. jolly (adj) = happy and cheerful
5. (to) decorate (picture/ definition)
(to make something look more
attractive by
putting things on it) Whole
- Get Ss to copy class
Checking technique: Jumbled words
a. tansa b. yljol c. locra Teamwork
aucls
d. pdsear e. codraete f.
ontrpatsian
- Stick the cardboards on the board.
- Divide the class into 2 teams and ask
them to do the work as fast as possible.
- Check if Ss' answer are right or not.
Answer Key:
a. Santa Claus b. jolly c.
carol Pair work
d. spread e. decorate f.
patron saint
II. Matching
- Stick the pictures on the board
(Christinas tree/ card/ carol/ Santa Claus)
- Put the statements /poster on the board,
ask 8s to read them and do the matching.
1. It has been said he was a. Christmas
the patron saint of Carol
children, a fat jolly man
who wore a red suit and
gave children presents on
Christmas Eve. Christmas
2. The custom of Card
decorating it and putting
it in .a common place,
spread throughout
Europe to America.
3. They were stories put to Santa
music and enjoyed by Claus
most people. First the
leaders of the Church did
not like them but later
they became popular. Christmas
While 4. An English man had tree
reading someone design it to send Individual
Christmas greetings to his
friends. Now it is a part of Whole
the Christmas tradition. class
- Call on some Ss to give their answers and

write them on the board.
paragraphs on page 124 and 125.
- Check if Ss' answers are right or not.
Answer Key:
l.c 2.d 3.a 4.b
III. Grid
- Draw the grid on the board and have Ss Whole
copy it class
- Ask Ss to read the paragraph again and
complete the grid
- Call on some Ss to fill in the gaps in the
grid on the board.
- Have Ss copy the grid.
Answer Key:
Christmas Place of Date
Specials origin
(The Riga (early
Christinas 1500s)
Tree)
(The (England) mid-19th
Christmas century
Card)
Christmas (no (800 years
Carol information ago) Individual
) Pair work
(Santa USA (1823)
Claus)
Teacher-Ss
- Ask Ss to answer the questions on page
126.
- Tell Ss to compare their answer with their
partners.
- Call on some ss to give their answers.
Answer Key:
1. More than a century ago.
2. He wanted to send Christmas greetings
Whole
to his friends.
Homewo class
3. 800 years ago.
rk
4. An American professor named
Clement Clarke Moore.
5. On the description of Saint Nicholas in
professor Moore's poem.
- Get Ss to write the answers in their
notebooks
- Write it up: Use the information in the
grid to write the brief paragraphs.
UNIT 13: FESTIVALS

Lesson 4: Section: - Write 1, 2 (page 126, 127)
Period 83
Aim: To get Ss to practice in writing a report.
Objectives: Ss practice in writing a report on a festival they have
joined.
(Teaching aids: Photocopied, picture (p. 126), chart.
PROCEDURE
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Warm-up  Memory game Teamwork
- Show the photocopied picture to Ss and
ask them to observe it carefully.
-• Let Ss look at the picture for about 20
"then put it away.
- Ask Ss (one student in each team at a
time) to go to the board and write their
answers.
- Ask Ss to listen to the questions:
1. How many people are there in the
picture? What are they doing?
2. Name all the things in the picture.
- Put the picture on the board again
Answer Kev:
1.They are participating in the rice-cooking
competition.
2. rice, basket, pans, bamboo sticks, paper
Pre- fans, chopsticks, a flag,
writing  WRITE: Teamwork
I.Lucky Numbers
- Write 9 numbers on the board from 1 to
9
3 of them are lucky numbers. If Ss choose
a lucky number, they do not have to
answer any question but they get 2 points
and they can get another number
1. What do you call the festival where
people have to cook rice? - (the rice
cooking festival
2. How many competitions are there in the
rice-cooking festival? What are they? - (3/
water-fetching, fire-making and rice-
cooking)
3. Lucky number
What do people use to fetch water?
(bottles)
5. Lucky number
6. Do they use pieces of wood to make
fire? (No. pieces of bamboo)
7. What do people have to do before they
cook the rice? (separate the rice from the
husk)
8. Lucky number
9. How many people are there altogether
in a team taking part in the rice-cooking Pair work
festival?
(9, one for water-fetching, two for fire-
making and six for rice-cooking)
II. Gap fill
- Ask Ss to use the information in the
dialogue on page 121 to fill in the gaps in
the report on page 127.
- Have Ss write their answers on a piece of
paper.
- Tell Ss the first 5 or 10 pairs with the
right answers will get 1 or 2 good marks.
- Collect Ss' papers and correct.
Answer Key:
While 1. Rice-cooking 2. one/a Individual
writing 3. water-fetching 4. run
5. water 6. traditional
7. bamboo 8. six
9. separate 10. added
III. Questions and answers
- Ask Ss to write a similar report on a
festival they've joined recently
- Have Ss look at the questions on page
127
- Let Ss practice speaking first by
answering the questions from a  g.
- Have Ss connect the sentences to make
it a report.
Monitor and help Ss with their work.
Call on some Ss to read their reports
aloud.
Write your report in your notebooks.
Do the exercises in the workbook, page
UNIT 13: FESTIVALS

Lesson 5: Section: - Language Focus 1, 2, 4 (page: 128-130)
Period 84
Aim: To get Ss to practice in reporting what was said and further
practice
in using the passive forms.
Objectives: Ss will be able to use reported speech and the passive in
the
past present and future tenses.
Teaching aids: Cardboards, chart
PROCEDURE
arrangeme
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Warm up Pelmanism: Infinitive - past participle Teamwork
- Prepare 11 cardboards, numbered from
1 to 11 on one side and the words on the
other side.
- Stick the cardboards on the board
showing the numbered side.
each team to choose 2 numbers, one in
the first row, and one in the second row. If
the words in both cards match in Pair work
sequence of an infinitive with its past
participle, this team will get a point.
Infinitive Past
Participle
put put
Presentat write written
ion hold held
make made
break broken
1. Pre- teach: Matching
- Ask Ss to match the words in Column A
with the forms in Column B.
A B
Tenses Form
1. Present a. was/were + past part
Simple b. have/has been +
2. Past Simple past part Whole
3. Future c. Is/am/are + past class
Simple participle
4. Present d. Will/shall + be +
Perfect past part.
Answer Key:
1.c 2.a 3.d 4.b
II.Gap fill Pair work
- Ask Ss look at LFl on page 128
Practice - Have Ss fill in the gaps with the right
form of the verbs in the box
write their answers (only the verb forms)
- For each sentence, Ss should be asked
why
they decided to use that verb form.
Answer Key:
a. were performed
b. was decorated/ put
c. is made
d. will be held
e. was awarded
f. was written Whole
 LANGUAGE FOCUS 2 class
Presentat I. Pre-teach vocabulary
ion 1. (to) jumble (translation)
2. (to) scatter (explanation/ mime)
(to throw things everywhere on the
ground)
3. (a) jar (drawing/ realia)
Practice - Have Ss copy.
II. Gap fill
- Ask Ss to look at LF 2 on page 128 and
129 and fill in the gaps with the right form
of the verbs in the box.
- Call Ss to go to the board and write their
answers (only the verb forms).
- For each sentence, Ss should be asked
why
they decided to use that verb form.
Presentat Answer key:
ion 1. jumbled 2. broken 3.broken
4. scattered 5. pulled
I. Pre-teach
- Set the scene:
"Yesterday, Lan'sgrandmother, Mrs. Thu,
needed a plumber. A man came to her
door and said, "I 'm plumber"
- Write the quoted speech on the board:

He said, "I'm a plumber Teacher –
(quoted/ direct speech) Ss
- Ask Ss to report what the man said and
write it on the board.
Model sentences: Reported speech.
He said he was a plumber
(reported/ indirect speech)
- Ask Ss to pay attention to the changes
in
1. Tenses
Quoted speech Reported
speech
- Present simple  Past simple
- Will  Would
- must  had to
2. Pronouns:
(depending on the subject of the main
clause)
3. Adverb of place and time
This  That
Now  then
Here  there
Today  that day
Tomorrow  the next day
Practice
Yesterday  the day before
ago  before Whole
4. Spelling class
- Have Ss copy
II. Transformation Drill
- Ask Ss to look LF 4 on page 130 and do
the exercise.
- Let Ss resay the sentences first, then ask
them write down.
write the sentence.
- Correct
Answer Key:
b. He said he could fix the faucets
c. ______ the pipes were broken
d. ______ new pipes were very
e. _______ expensive
Mrs. Thu had to pay him then.
Home - Have Ss copy
work - Do the exercises in the workbook, page
UNIT 14: WONDERS OF THE WORLD (Period 85 - 90)

I. Aims
Helpinng students - to seek information
- to recognize and correct mistakes
- to prepare and complete questionaire
- to write a letter to a friend
II. Language Focus
1. Passive forms
2. Indirect questions with if and whether
3. Question words before to - infinitives
4. Verb + to - infinitives
III. Vocabulary
Verb Noun Adj
(to) claim
(to) compile
Unit Allocation
Lesson 1 Getting started Listen and Reading to seek information.
Read 1, 2
Lesson 2 Speak 1, 2 Practice in asking and answering
questions about places and how to
report them.
Lesson 3 Listen Language Focus 4 Recognize and correct mistakes

Verb forms: To - infinitive / Bare
infinitive
Lesson 4 Read Reading for details about v/onders
of the world. Review Passive
forms.
Lesson 5 Write 1, 2 Write a letter to a friend.
L
Lesson 6 Language Focus 1, 2, 3 Reported speech with if and
1—.,. whether.
UNIT 14 : WONDERS OF THE WORLD

Lesson 1: Section : - Getting started (page :131)
Period 85 - Listen and Read 1, 2 (page : 131, 132)
Aim: To get to practice in reading to seek information.
Objectives: Ss will seek information about a language game to
complete a summary.
Teaching aids: Pictures ( p. 131), postcards, cassette, chart.
PROCEDURE
arrangem
ent
Warm-up Quiz Teamwork
- Prepare some postcards or pictures of
the famous world landmarks or scene
spots in VN.
- Show the pictures, one by one, to Ss and
ask them what place it is.
- Divide the class into 2 teams, the team
able to answer the question will get 1
point.
- Give Ss some suggestions to help them
easily recognize the place.
Eg: Mount Bach Ma.
Suggestions:
 It is a place in the Central Vietnam with
cold weather everyday of the year...
 •Getting started. Individual
- Inform the topic: Wonders of the world.
- Have Ss look at the pictures on page 131
and do the matching.
- Check if they know where / in which
country these wonders are.
Answer key:
a) The Pyramid
Pre- b) Sydney Opera House
reading c) Stone Henge
 Listen and Read.
I. Ordering:
- Set the scene:
"Nga, Nhi and Hoa are playing a language
game called guessing game. How does Pairwork
this game work? Rearrange the
Statements in the right order of the
game."
- Put the statements chart on the board.
- Ask Ss to read the statements and put
them in the right order.
* How to play the guessing game:
1. B asks questions to find out who or
what is.
2. A thinks of a famous person or place.
3. B wins if he / she can guess the corre
answer.
4. A gives B a clue.
5. B loses if he / she cannot guess the
correct answer.
6. A can only answer "yes" or "no". Whole

- Call on some pairs to go to the board and class
write their answers.
While- - Ask Ss to open their books and read the
reading dialogue on page 131, 132 while listening
to the tape./ Play the tape.
- Check if Ss' guesses are right or not.
- Have Ss copy the statements in the right
order. Answer key : 2. A thinks of
4.
1.
6.
3.
5.
II. Gap fill
- Have Ss read the dialogue again and Whole
complete the summary (2) on page class
132.
- Ask Ss to compare their answers with Pairwork
their partners.
- Have some Ss give their answers.
Answer Key:
1. Game 2. Place 3.
Clue
4. Vietnam 5. America 6. Teacher-Ss
Golden
7. Right 8. Was
III. Grammar Awareness
- Elicit the target language by asking Ss a
question (in Vietnamese)
Model Sentences:
I don’t know How to play
it
S V Question to infinitive
word
Post- Concept checking:
reading Form: S V Question word To
infinitive…
Use: Reduced form of an indirect
question.
Individual
Eg: I don’t know how I can play it
how to play it
Please tell me where I can go during
the
where to go
visit
IV. Matching
- Asking Ss to read the summary again.
- Write the words on the board.
- Ask Ss to match the words in Column A
with their explanations in Column B.
A B
1. Suggest (v) a. a piece of
2. Golden (adj) information that
3.Clue (n) helps you discover
4.bored the answer to a
question.
b. What you often feel
when you have
nothing
to do
c. made of gold
d. make a suggestion
- Ask some Ss to give their answers.
Answer Key:
l.d 2.c 3.a 4.b
Homewo
rk V. Guessing game: (if there is enough
time)
- Topic: famous tourist sites


Lesson 2: Section : - Speak 1, 2 (page : 132,133)
Period 86
Aim: Practice in asking and answering questions about places and how
to report them.
Objectives: Ss will be able to make a report on famous places using
reported speech.
Teaching aids: chart, posters
PROCEDURE
arrangem
ent
Warm-up  WHO IS THE FASTEST ? Groupwork
- Inform the topic and time limit. of 4/5 Ss
+ write 10/15 famous world places within
3 minutes.
- Deliver posters to Ss.
- Tell Ss to put their posters on the board.
Presenta - Give feedback and correct.
tion  SPEAK Pairwork
I. Preteach: Matching
- Put the chart with the statements on the
board.
- Ask Ss to read the statements and the
names of the famous places in the box on
page 133 and do the matching.
1. It was designed and built by the French
civil engineer with 300 metres in height.
2. It is in South Central Asia, 8.848 metres
high above sea level.
3. It was built from 246 - 209 BC and some
people say it can be seen from the
moon.
4. It is a bell striking the hours in the clock
tower of the Houses of Parliament in
London.
5. It is a skycraper in Manhattan, New York
Practice City.
6. It is a famous place in Quang Binh
Province recognized as a world Heritage
Site by Unessco.
- Check if Ss understand the statements.
Answer Key:
1.Effel Tower
2. Mount Everest
3. Great Wall of China Group of
4. Big Ben 10 Ss
5. Empire State building USA
6. Phong Nha Cave
II. Questions and Answer Drill
- Ask Ss to write yes/no questions about 10
places in the box, using the information in
the matching.
(Each student in a group asks a question)
Suggest:
l. Have they just built the Eiffel Tower in
Paris?
2.1s the Empire State building located in
New York City?
3. Are the Petronas Twin Towers located in
Maylaysia?
4. Is the Great Barrier Reef in Australia?
5. Have you ever seen Mount Rushmore?
6. Is Mount Everest in Nepal?.... Teacher-ss
- Monitor and assist Ss if necessary.
- Have Ss ask and answer the questions,
check yes or no.
- Call on a group to demonstrate their
work.
III. Grammar Drill
- Set the scene
- Ask a student: (Lan/...)
T: Is Hue Citadel in the Central Vietnam
S: Yes, it is.
- Ask Ss to listen:
T: I asked Lan if Hue Citadel was in the
Central Vietnam. She said (that) it
was.
- Write the statement on the board
 Model sentences:
I said to Lan, "Is Hue Citadel in the
Central Vietnam?" (Yes/No
question  direct speech)
I asked if Hue Citadel was in
Lan whether the Central Vietnam
(Main Clause) Indirect (Yes/No)
question
Concept Check: Indirect Yes/No question

Form: V (O) If/ S V
…
S whether
Use: - to say  to ask / want to know
- if the verb in the main clause is in
past tense, the tense in the indirect
questions must be changed:
Direct question Indirect
question Whole
Producti Present Simple  Past Simple class
on Past Simple  Past perfect Teacher
Present perfect  Past perfect
- Have Ss copy Pairwork
- Choose a group’s answer to demonstrate
the model (asking and reporting). Groupwork
Homewo - Call on Ss in different groups to report in of 10 Ss
rk front of the class.
- Give feedback and correct
 Write 10 indirect questions of your group
in your notebooks.

Lesson 3: Section : - Listen (page 133)
Aim: To get SS to practice in recognizing and correcting mistakes.
Further practice in using to-infinitive.
Objectives: SS will be able to recognize mistakes through listening to
an advertisement.
Teaching aids: cassette, chart, pictures, realia.
PROCEDURE
arrangem
ent
Warm-up  Crossword puzzle
- Put the chart on the board
4.
1. L O S E
2. C L U E
3. J U N G L E
G
E
S
T
- Ask Ss to draw the crossword in their Whole

notebooks. class
- Ask Ss to listen and fill in the crossword Pairwork
1. Unable to find sth/so
2. Something that help you find out an
answer to a question.
3. A very thick forest.
4. To make a suggestion.
- Collect Ss' answers and give them good
Pre- points if they are right.
listening  LISTEN Teacher-Ss
1. Relaxing (adj)  (translations) (a)
relaxing vacation
2. Crystal clear (adj) = completely clear
and bright
Whole
3. Coral (n) : (realia / translation) class
4. To snorkel (picture)
- Have Ss copy the vocabulary
Checking technique: What and where
- Elicit words from Ss again and write
them inside circles.
- Get Ss to repeat and rub out the word,
not the circle.
- Continue until the cirles are empty.
- Get Ss to repeat the rubbed out words by
pointing at the empty circles.
words, ask Ss (5 at a time) to come to the
board to fill in the circles again
Whole
Relaxin Snorke class
g l
Coral
Heritag Crystal-
e clear
While II. Listen

listening - Set the scene:
"You are going to listen to an
advertisement on the tape. There are 4 Teacher
mistakes in the advertisement in your
books. What are they?"
- Have Ss read the advertisement in their Whole
books for a few minutes. class
- Ask Ss some questions about the
geographical names in the paragraph.
- Play the tape 2 or 3 times.
- Get some Ss to give their answers.
- Play the tape the last time, give feedback
and correct.
Answer Key:
Look no further than beautiful far north
Queensland. Stay right on the beach at
she Coconut Palm Hotel. Take guided tours
through the rainforest, swim in the crystal-
clear water of the Coral Sea and Snorkel
amongst the coral of the Great Barrier
Reef Marine Park • a world Heritage Site.
Call (077) 6924 3927 for more information
Preteach
- Elicit the target language from Ss:
1. I want to go out at
To infinitive weekends
2. She enjoys
swimming very
Verb-ing much
3. He can speak
many
modal bare
language
Verb infinitive
Concept Check:
1. Form: S Verb To infinitive
verb
Use: Most of the verbs in English are
followed by a to infinitive.
2. Form: S Verb Verb-ing
Use: Same use as enjoy: start, begin,
advise…
3. Form: S Modal verb Bare
infinitive
Use: Modals: can, could, will, would, shall,
should, may, might, must.
- Get Ss to copy.
- Ask Ss to open their books and complete
the passage on 137 with the right form of
the verbs.
- Correct and have a student read the
whole paragraph aloud.
- Ask Ss to write 6 sentences of their own,
using three forms above.
- Monitor and assit Ss if necessary.
write their sentences.
- Award good marks to Ss having good and
right sentences.

Lesson 4: Section : - Read (page 134)
Period 88
Aim: Read for details about the wonders of the world.
Objectives: SS will be able to get some knowledge about the wonders
of the world.
Teaching aids: pictures, postcards, chart.
PROCEDUF
arrangem
ent
Warm- Hangman Whole
up - Draw dashes on the board, each dash is class
for a letter of the world.
- Have SS guess the letters, one by one.
- For every wrong guess, draw a line (from
1 to 8), SS will lose the game if they guess
wrong 8 times.
(C) (O) (R) (A) (L)
1
2
3
5 6
4
7
Revision: Coral, crystal-clear, 8
snorkel,
Pre- relaxing. Teacher-Ss
reading  READ
1. Pre-teach vocabulary
1. (to) compile : (translation)
2. (to) claim : (translation/ explanation)
(to say something is true)
3. (to) honor = to show respect
4. (a) god (male)  goddess (female)
(translation)
5. religion (n) (translation)  religious (adj)
6. royal (adj) (situation)
(Phu Xuan (Hue) used to be an old royal
capital city of Vietnam.)
•Checking technique: Slap the board (* ) class
Compi Claim God

le
royal honor religiou

II. True-False prediction s
Put the chart on the board.
1. An Egyptian man compiled a list of what
he thought were the seven wonders of
the world.
2. The only surviving wonder is The
Pyramid of Cheeps in Egypt.
3. Today, we can still see the Hanging
Gardens of abylon in present - day Iraq.
4. Angkor Wat was originally built to honor

a Hindu God.
5. The Great wall of China first wasn't in
the list of the 7 wonders of the world.
6. In the early 15"' century, the Khoner
King chose Angkor War as the new capital.
- Ask Ss to (I ide if the statements are true
or false.
- Ask Ss to read the text on page 134, to
check their guesses.
- Call on some Ss to correct the false
statements.
Answer key:
1. False: A Greek man named Antipater did
it
2. True
3. False : The only surviving wonder is the
pyramid of Cheeps in Egypt.
4. True Individual
5. True
6. False : In the early 15th century, the Whole
Kh'mer King chose Phnom Penh class
as the new capital.
III. Multiple Choice (prepare it as a
listening task)
- Ask Ss to choose the best answers to
complete the sentences.
- Put the answers chart on the board.
- Read the statements aloud and make
hand gestures to show the missing words.
- Ask Ss to choose A, B, C or D.
- Correct and have Ss write the right Pairwork
answers in their notebooks.
Answer Key:
Post- a) The only surviving wonder on
reading Antipater's list is the Pyramid of
Cheops. Whole
b) Angkor wat was originally built for class
Hindus.
c) Angkor wat was part of a royal Khmer
city a long time ago.
d) In the 1400s, the Khmer King chose
Phnom Penh as the new capital.
IV. Grid
- Draw the grid on the board and have Ss
copy it.
- Ask Ss to read the text again and fill in
the grid with the information taken from
the text.
Wonders of the world Country

1. Hanging gardens Iraq
of Babylon
2.
3.
4.
5.
6.
Homewo
rk - Call on some Ss to give their answers.

Lesson 5: Section : - Write 1, 2 (page :135)
Period 89
Aim: Practice'in writing a letter to a friend.

Objectives: Ss can write a letter to a friend about a place they have
visited.
Teaching aids: picture, drawing.
PROCEDURE
arrangem
ent
Warm-up  Guessing game: Wonders of the world. Whole
- Ask Ss to think of one of the wonders of class
the world and write it on a piece of paper.
- Call on a student to the front of the class
with his / her paper.
- Have the rest of the class ask him/ her
yes-no questions to guess the wonder.
- The student having the right guess will
take the place of the last student.
 WRITE
Pre- I. Pre-teach vocabulary
writing - Elicit words from Ss Teacher-Ss
1. (a) ranger (explanation)
(person who takes care of a park)
2. Edge (n) (drawing)
the edge of the table

3. (a) canyon : (translation / picture)
4. breathtaking (adj) := very exciting,
impressive
5. temperate (adj) (explanation /
translation)
6. Stone Age (translation) - Get Ss to
copy. Individual
Checking technique: Rub out and
Remember
II. Insertion
- Ask Ss to read the letter Tim sent to Hoa
about his trip to the grand Canyon on
page 135.
- Tell Ss to complete the letter by
inserting the letters of the missing
sentences. (A, B, C and D)
While- - Call on some ss to read their completed
writing letters in front of the class. Teacher
Answer Key:
l.C 2.B 3.D 4.A
III. Writing Teacher-Ss
- Set the scene:
Imagine you have visited a place recently.
Write a letter to a friend of yours and tell
him/ her about this place.
- Draw the outline on the board and elicit
some details. + place (Phong Nha cave/
Cue Phuong National park...) + Distance
(100km/12 hours by train/...) Whole
+ How to get there (by bus/ plane/...) class
+ Sights (beautifull/breathtaking/...)
+ weather (temperate/ sunny/cool/...)
+ How you feel ( happy/ relaxed/...)
- Have Ss talk about something they have
Post done first by asking questions for them to Pairwork
writing answer.
- Ask Ss to write the letter in their
notebooks.
- Call on some Ss to read their letters in
front of the class.
IV. Interview
- Ask Ss to use the outline on the board
and the information in their letters to
make an interview.
- Model : call on a student to stand up to
answer the questions:
• Where have you just visited?
• How far is it?
How did you get there?•
What is it like?/ Is it beautifull?•
How about the weather/
• How did you feel?
- Ask Ss to play in turn the role of an
interviewer and an interviewee.
interview.
Homewo
rk - Write the completed letter (1) in your
notebooks.
- Do ther exercises in the workbook, page

Lesson Section : - Language Focus (page :136, 137.......)
6: 1, 2, 3
Period
90
Aim: Further practice in Reported speech and the passive.

Objectives: SS can report what people ask and answer about one of
the world cultureal Heritage of Vietnam.
Teaching aids: charts, posters.
PROCEDURE
arrangem
ent
Warm BINGO Individual
up Temperate, breathtaking, royal, religious,
canyon, pyramid, edge, god, jungle,
compile (10 words)
LANGUAGE FOCUS 1
Presenta I. Revision Individual
tion
- Ask Ss to resay the form of the passive in
the Past simple tense.
Was/were + past participle Pairwork
- Have Ss look at the exercise and choose
the right verbs in the box for the gaps in
the sentences.
- Ask Ss to complete the sentences with the
Pracitce
right passive form of the verbs.
Answer Key:
a) was completed d) was presented
b)was constructed e) was
reached
c) was designed
Producti II. Matching Individual
on - Write the words and their meaning on the
board.
- Ask Ss to read the exercises again and do
the matching.
1. Construct (v) a) thieát keá

2. design (v) b) ñoaøn thaùm
3. summit(n) hieåm
4. expendition c) xaây döïng
5. guide d) höôùng daãn
vieân
e) ñænh (nuùi)
- Call on some Ss to go to the board draw
the lines to connect the words.
Answer Key:
Presenta l.C 2.A 3.E 4. B 5. D Teacher
tion  LANGUAGE FOCUS 2
I. Set the scene
Yesterday, Nga and Nhi talked about My
Son, one of the world cultural Heritage of Individual
Vietnam. Beside answering some of Nhi's
questions, Nga gave her some additional
information about My Son.
- Ask Ss to report what Nhi asked Nga,
using reported speech.
- Call on some Ss to resay the use of the
Indirect Yes/ No question if necessary.
- Show the questions on the board
- Model the first question and ask Ss to
Practice
listen.
a) Do you know My Son, Nga? Pairwork
 Nhi asked Nga if / whether she knew My
Son
II. Substitution Drill
Producti  Oral Drill
- Call on one student to read the question, Invidual
on
another student read the reported
sentence Whole
- Give feedback and correct if necessary class
- Go on asking Ss to do the rest questions
orally with the same steps.
 Writing Drill
write the reported sentences.
- Correct and ask Ss to write the right
answers in their notebooks.
Answer Key:
a. Nhi asked Nga She knew My Son

Producti if/whether My Son was in
on Quang Nam
b. province
Many people lived
d. at
My Son
b. It was far from
Hanoi
e. Many tourists
visited
f. M.S every year.
Nga wanted to visit
Ms one day.
 LANGUAGE FOCUS 3.
III. Word Cue drill
* Oral Drill
- Show the word-cue chart on the board
- Model the first sentence and ask Ss to
listen.
a. tell/ how/ go there
 Nga told Nhi how to go there.
- Check if Ss recognize the model sentence
 S | V | Question word | To infinitive)
- Ask one student to say the next sentence.
- Have Ss dp the rest of the exercise orally
with the same steps. •
 Writing Drill
- Ask some Ss to go to the board and write
complete sentences.
- Give feedback, correct and have Ss copy
Answer Key:
a. Nga told Nhi how to go there.
b. Nga showed Nhi where to get tickets.
Producti c. Nga pointed out where to buy souvenirs. Group
on d. Nga advised Nhi how to go from My Son work of 4/5
to Hoi An. Ss
e. Nga told Nhi what to do there during the
visit.
- Deliver posters to Ss
- Write the question words on the board
and ask Ss to write complete sentences of
their own.
- Tell Ss to write their sentences on posters
and put them on the board after finishing
them.
Homewo - Award Ss good marks if their sentences
rk are right.
- Language focus 1: Turn the passive
sentences into the active.
- Do the exercises in the workbook, page _
UNIT 15:COMPUTER Period 93-98

I. Aims
Helping students - to recognize facts and opinions.
- to express opinions.
- to agree and disagree.
- to complete a flow chart.
- to write a set of instructions.
II. Language Focus
1. Present perfect with Yet and Already.
2. Comparison of present perfect and past simple.
III. Vocabulary
Verb Noun Adjective
(to) adjust under challengin
(to) guarantee g
connect concern skeptical
(to) fix degree properly
(to) fix document
(to) install freshman
(to) post jack
(to) jam
restrict manual
(to) turn printer
on requirement
plug/ socket
IV. Unit Allocation

GETTING STARTED
Lesson Listen and Read Reading to recognize facts and opinions
1 1, 2 and to know how to express opinions
Lesson Speak 1, 2 Practice in expressing agreement and
2 disagreement.
Lesson Read 1, 2 Reading for details about how computer
3 work in a university
Lesson Write 1, 2/ Listen Practice in writing instructions on how to
4 use the printer and completing a flow chart
Lesson Language Focus Present perfect with Yet and Already.
5 1, 2
Lesson Language Focus Comparison of present perfect and past
6 3, 4 simple
UNIT 15: COMPUTERS
Lesson 1: Section: - Getting Started (page 138)
Aim: To get Ss to differentiate facts from opinions through reading.

Objectives: Ss will be able to express their opinions about a problem.
Teaching aids: Photocopied picture (page 142), realia, cassette, chart
PROCEDURE
arrangem
ent
Warm up  GETTING STARTED: Brainstorm. Individual
• Write the topic on the board
 Computers can help us:
- Save time
- ………………
- Ask Ss to think of the topic and express
their opinions.
- Collect Ss opinions and write them on the
board.
Suggestions:
+ Computers help us learn interestingly.
+ Computers help us learn more quickly.
+ Computers are convenient / easy for
keeping / storing information.
Pre- + Computers are very quick in giving
reading answers to our questions. Teacher-Ss
 LISTEN AND READ
I. Preteach vocabulary
1. (a) printer (picture)
2. (a) manual (explanation / realia)
(a book coming with a machine tells you
how to use / operate the machine.
3. (to) connect: (hand gesture)
4. under guarantee: (situation)
(The machine you buy at a shop will be
under guarantee from 6 to 12 months.
5. (a) plug (realia)
6. (a) socket (picture /realia)_
- Have Ss copy.
Checking Technique: Bingo (*)
II. True / False prediction Teacher
- Set the scene:
Nam and his father, Mr. Nhat are talking
about the problem of the computer
they've just bought. What happens to the
computer? Pairwork
- Put the chart on the board and have Ss
guess which statements are true and
which are false.
1. The printer isn't working.
2. Nam has already turned the computer
on.
3. Nam knows how to connect a printer
but he hasn't connected it properly.
4. The manual helped them to find out the
problem.
5. Mr. Nhat bought the computer in HCM
City and it's still under guarantee.
While- 6. Mr. Nhat thinks the company wouldn't Whole
reading do anything with his computer because it's class
too far from his place.
- Call on some pairs to give their answers. Pairwork
- Ask Ss to open their books, read the Teacher Ss
dialogue on page 138 and listen to the
tape.
- Have Ss work in pairs again to check if
their guesses are right or not.
Answer key:
1. True
2. True
While- 3. False: Nam knows how to connect a
reading printer and he has connected it
properly. Teacher
4. False: Mr. Nhat thinks it isn't very
helpful.
5. True
6. False: Mr. Nhat thinks the company
s hould do something
with it. Individual
- Have Ss copy the corrected sentences.
III. Reading Comprehension
- Explain the words: "Fact and Opinion"
+ Fact: a thing that is known to be true,
especially when it can be proved.
+ Opinion: Your feelings or thoughts about
someone or something, rather than a fact.
- Get Ss to read the statements and check
() the suitable boxes.
- Call on some Ss to give their answers
Answer key:
a) .........................................  
b) ........................................  
c) .........................................  
d) ........................................  
e) .........................................  
f) .........................................  
Post- IV. Write it up
reading - Ask Ss to use reported speech to rewrite Whole
the dialogue. class
- Divide the class into 3 groups and assign
each group to report about 3  4
sentences. Group
- Have them write their report on a poster work of
and put it on the board for public check. 10/15 Ss
Homewo
rk - Do the exercises in the workbook, page
UNIT 15 : COMPUTERS
Lesson 2: Section: - Speak 1, 2 (page 139, 140)
Period 94
Aim: To get Ss to practice in expressing agreement and disagreement.

Objectives: Ss will be able to use some common useful expressions to
express agreement and disagreement.
Teaching aids: Photocopied pictures (page 139), charts.
PROCEDURE
arrangem
ent
Warm-up  Guessing game: "Do you think that...?"
- Ask Ss each to think of one of the ways
computers are helpful and write it on a
piece of paper.
- Call on a student to the front of the class.
- Get the rest of the class ask him / her
"Do you think that computers are ………….
?
- The student can only answer with yes or
no.
- Tell Ss the one to have the right guess
will get one good mark and go on
answering the classmates / questions.
Presenta  •SPEAK Whole
tion I. Brainstorm class
- Write the topic on the board: Useful
expressions to express agreement and ,
disagreement.
- Put the table on the board and elicit Ss'
answers then write them in the table.
Opinion Agreement Degree of Disagreemen
Agreement t
I like… So do I I agree, I disagree
I don’t like… I agree but… I can’t agree
I think… You’re right Yes, but on with you
I feel… Neither do the other No, I think….
I don’t I hand…
believe…
- Explain the phrase "on the other hand" to
Ss. Individual
- Get ss to copy the table.
II. Matching
- Put the photocopied pictures (p. 139) on
the right of the board and the word cues
on the left (not in order).
- Ask Ss to match the words with the
pictures.
1. Reading comic books d. 
2. Playing in the rain a. 
3. Driving a car b. 
4. Foreign food c. 
Practice Call on some Ss to go to the board to draw
the matching lines.
Answer key:
1. b 2. c 3. a 4. d Teacher-Ss
III. Picture Drill
- Erase the words but leave the pictures.
 ORAL DRILL
- Get a student to demonstrate the model
(a) T: I think driving a car is easy. P: I Pair work
disagree. I think it's difficult to drive a car.
or So do I.
- Ask Ss to use .the adjectives in the box
on page 140 to express their opinions
after going through the meaning of some
new words.
1. entertaining
2. time-consuming
3. challenging
- Ask Ss to use the pictures on the board to
practice speaking with their partners.
- Call on some pairs to demonstrate for the
class.
- Give feedback and correct Teacher
+ Suggestions
a. Driving a car - easy once we get
Learning to drive a used to it.
car - Challenging /
difficult to get used
to
driving in traffic.
- Dangerous
b. Comic books - boring
Reading comic - interesting / fun
books - time-consuming
c. Playing in the - fun

rain - interesting
- entertaining
c. Foreign food - delicious
Hamburgers, pizza, - fun to cat
Producti French fries - unhealthy
on Teacher-Ss
IV. Mapped dialogue
- Present the dialogue and have Ss repeat,
sentence by sentence. Teacher-Ss
- Call on one student to demonstrate the Pair work
dialogue.
- Open pair.
- Closed pairs: Ss make similar dialogues
referring the cues on page 140 (below the
dialogue) to replace the information.
board.
I am having
problems with ... What's wrong?
It doesn't work. I No. You

Homewo think ... didn't ...
rk
Oh! Sorry.
- Write complete dialogues in your

notebooks.
Do the exercises in the workbook, page….
UNIT 15: COMPUTERS
Lesson 3: Section : - Read 1, 2 (page 141, 142)
Period 95
Aim: Reading comprehension

Objectives: Ss can know more about how computers work in a
university
Teaching aids: Chart, cardboards.
PROCEDURE
arrangem
ent
Warm up  Jumbled words: Teamwork
- Inform the topic
 Words relating to a computer
- Put the cardboards on the board
1 terpirn =
2 seumo =
3 recsnc =
4 nimorot =
5 bdoaryke =
6 Moseu dap =
Pre- Teacher-Ss
reading
each team to go to the board to write their
answers as fast as possible.
Answer Key
1. printer 2. mouse 3. screen
4. monitor 5. key board 6. mouse
pad
Whole
class
Whole
1. (a) Freshman = the first-year student at
class
a college/ university.
2. (a) Jack (translation)
3. (a) bulletion board = notice board
4. skeptical (adj) (translation)
5. impact (riu) : (translation)
- Have Ss copy the vocabulary
- Elicit words from ss and write them
inside circles.
not the circle.
- Continue ufttil the circles are empty.
- Get Ss to repeat the rubbed - out circles
- Have Ss fill in the circles on the board
with
the right words again (5 ss at a time)
II. Open prediction Group of 5
- Introduce the topic of the text. Ss
- Ask Ss to guess what they're going to
read.
- Suggested questions: Teacher-Ss
1. Where in the library do we get / find Individual
information?
2. How can we store the information?
3. If we want to discuss something, how
While- can we do?
reading - Write the Ss' guesses on the board.
- Ask Ss to read the text to check if their
guesses are correct or not.
I. True / False Statements
- Get Ss to read the text again then read
the true / false statements and decide if Whole
the statements are true or false. class
- Call on some ss to give their answers and
correct the false statements.
- Have Ss copy all the right statements in
their notebooks.
Answer Key
c) T
d) F : Students don't have to go to
computer rooms because college
campuses now have computer jacks in
every part of Pair work the university.
e) T
f) T
Have Ss read the questions on page 147
Individual and find the information in the
text to
answer.
Ask Ss to compare their answers with Pair
work
their partners.
Call on some Ss to give their answers for
the class.
Give feed back and
a) It has no library. All the
information normally found in a
library is now stored in the
university's computers.
b) All the information normally fount
library or messages normally found
on a bulletin board. ! c) A computer
and a telephone (line).
d) With a bulletin board on the
Internet, a great number of people
(over 20 million) can get access to
the bulletin and exchange
information quickly.
e) (Student's answers)
i - Write the answers in your
notebooks. Do the exercises in the
workbook, page
UNIT 15 : COMPUTERS
Lesson 4 : Section - Write 1,2 (page 142, 143)
Period 96 : - Listen (page 141)
Aim : to get Ss to practice in writing instructions – Listening

for details.
Objectives : Ss will be able to write a set of instructions on how
to use the printer and complete a flow chart.
Teaching aids : picture (p. 142, 143) charts.
PROCEDURE
Stage Steps/ Activies arran
Warm – * WORDSQUARE
up - Put the word square chart on the board. work
- Inform the topic and the number of the hidden words.
Words related to a computer
- Ask Ss to write the words they find out on a piece of
paper and hand in offer they finish their work.
C N E E R C S K
O U T P U T P E
M O N I T O R Y
P A E N O C I B
U H B C D E N O
T R A Y O P T A
E S U O M G E R
R I P O W E R D
Hidden words : 10



Answer Key
 : output, monitor, tray, power.
T
 : screen, icon, mouse
–
 : computer, printer, and keyboard
* WRITE
Pre –
I. Preteach Vocabulary
writing
- Use the picture on page 142 to elicit words from Ss.
1. paper input tray
2. power button
3. icon (Picture)
4. output path
5. (to) remove : to put (sth) away
- Have Ss copy
Checking technique : Matching
- Ask Ss to look at exercise 1 (p. 142) and do the
matching.
cl
- Get some Ss to give their answers and correct.
Answer Key
I
a. 3 b. 1 c. 6 d. 2 e. 4 f.5
II. Gap fill
- Get Ss to make use of some phrasal verbs.
- Put the words on the board and ask Ss to fill in the
gaps with the right words of possible.
1. (to) wait…. (so/sth)
2. (to) remove … (sth)
3. (to) turn …. (a machine) w
4. (to) plug … (sth)
5. (to) load … (sth)
- Ask some Ss to give their answers and correct.
Answer Key
a. 3 b. 1 c. 6 d. 2
e. 4 f. 5
Answer Key T
1. (to) wait for (so/sth) –
2. (to) remove  (sth)
3. (to) turn on / off (a machine)
4. (to) plug in (sth)
5. (to) load  (sth)
III. Writing
- Ask Ss to look at the pictures on page 143 and read
the cues.
While –
- Have Ss work in pairs to outline the instructions.
writing
-Call on some Ss to say out the instructions first (1 or 2
Ss for each sentence).
- Have some Ss read their writing before the class.
- Givi feed back and correct.
Answer Key
w
Plug in the printer and turn on the power.
Remove the old paper and load the new paper in the
paper input tray.
Wait for the power button to flash.
Have the pages appear on the computer screen.
Click the printer icon on the screen and wait for a few
seconds.
The printed-paper will get out from the output path in
minute.
*LISTEN
I. Pre-teach
- Put the flow chart on the board and have Ss copy it
into their exercise books.
- Get Ss to understand chart and the meanings of all
the shapes used in the chart.
Starting
/stopping point
(Ci
rcle)
Questions
(Trian
gle)
Answers
(Oval)
II. Gap fill
- Ask Ss to look at the flow chart and guess the words in
the gaps.
- Play the tape (2 or 3 times) and ask ss to listen.
- Tell Ss to fill the gaps with the information they have
heard from the tape.
- Have Ss compare the answers with their partners.
- Call on some Ss to go the board to write their
answers.
Answer Key .
While–
listening Fin a.
da Do you
have the b. Yes
machin
correct
e change c.
What
I
do you
want to
I drink?
nsert
d. coins
and Lemon
Take it
press Soda
n
- Have Ss copy
III. Write – it – up
- Have Ss write a set of instructions on how to get a
drink from a machine, using the flow chart.
Post – - Call on some Ss to read their writing for the class.
listening - Do the execises in the workbook, page …
Homewo
rk
cl
I
UNIT 15 : COMPUTERS
Lesson 5 : Section - Language Focus 1, 2 (page

144, 145)
Period 97 :
Aim : Further practice in using the present perfect.

Objectives : Ss can use “yet” and “already” to express the
present perfect.
Teaching aids : chart
PROCEDURE
Work
Stage Steps/ Activies arrangeme
nt
Warm – Lucky Numbers. Teamwo
up (Consolidation of Tenses) rk
- Write 10 numbers on the board (1 to
10).
- Tell Ss each number is for a question
but 3 of them are lucky numbers. If Ss
choose a lucky number, they don’t have
to answer any question but they’ll get 2
points and they can choose another
number.
Questions :
1. What does your father/mother do?
(He/She is……..)
2. What did you do last night?
(Past simple)
3. Lucky Number
4. How often is Hue Festival held?
(It is held every 2 years)
5. Lucky Number
6. What were you doing at 8 o’clock
last night?
7. Guess what your parents are doing
at the moment?
8. Who often cooks in your family?
9. Which grade will you be in next
school year?
Presentat
ion (I’ll be in Grade 9 next school – year)
Teacher
10. Lucky Number
* LANGUAGE FOCUS 1
I. Set the scene
“Ba’s mother has just been back from
market. She wanted him to do some
housework while she was at the market.
Ba made notes in his diary and checked
() the work he has done. Look at Ba’s
diary”.
- Show the chart (Ba’s diary) on the
board.
- Do homework   (already)
- Tidy the room  x (not yet) Teacher-
- Turn off the washing machine  Ss
 (already)
- Call and tell Aunt Le to have lunch.

 (already)
- Ask questions and elicit the answers
from Ss.
T : Has Ba done his homework yet?
S : Yes, he has already done his
homework.
T : Has ba tidied the room yet?
S : No, he hasn’t tidied the room yet.
- Have Ss repeat and write the Whole
Practice sentences on the board. class
Concept Check: Present perfect with
Yet and Already.
Use : Yet: used in questions and Pairwork
negative statements.
Already : used in positive
statements.
Positions : Yet: at the end of the
Teacher
sentence.
- ss
Already – between auxiliary
Have and past participle
- at the end of the sentence.
- Have Ss copy.
II. Gap fill Dialogue
- Ask Ss to look at Ba’s diary and
complete the dialogue using Yet and
already.
Call on some pairs to demonstrate the
dialogue for the class.
Answer Key:
Ba’s mother: Have you finished your
homework yet, Ba?
Ba : Yes, I have finished it
already, Mon.
Ba’s mother: Good. What about your
Productio
room? Is it tidied now?
n
Ba : I’m sorry, Mom. I haven’t
cleaned and tidied it yet.
Ba’s mother: Bad boy, Ba. And the
Teacher-
washing machine! Have you
Ss
turned it off yet?
Ba: Don’t worry, Mom. I have
(already) turned it off
already.
Ba’s mother : Have you called and told
aunt Le to have lunch with us
today?
Homewor Ba : Yes. I’ve already called and Pair
k told her to have lunch with work
us, and she said she would
come.
* LANGUAGE FOCUS 2
III. Questions – Answers
- Ask Ss to look at the flight information
tables and ask questions to show the
models.
T : Has the flight to Vientiane
departed yet?
S : Yes, it has already departed.
T : Has the flight from Los Angeles
arrived yet?
S : No, it hasn’t arrived yet.
- Ask Ss taking in turns to ask and answer
the questions.
- Call on son???? Ss to demonstrate the
exchanges in front of the class.
Language Focus 2:
- Write the questions and answers into
your exercise books.
UNIT 15 : COMPUTERS
Lesson 6: Section - Language Focus 3,4 (page 146)

Period 98 :
Aim : Further practice in comparison of the present perfect

and past simple.
Objectives : Ss can use present perfect to express complete and
incomplete actions and recognize the difference
between the present perfect and past simple.
Teaching aids : charts.
PROCEDURE
Work
nt
Warm-up  Guessing game : What’s your job? Individu
- Call on a student to go the board and al
give him/her a job name.
- Ask the rest of the class to guess the job
by asking yes/no question.
- The chosen student can only answer yes
or no.
Example questions :
+ Do you work with children?
+ Do you wear uniform?
+ Do you travel a lot?
- Tell ss someone who can guess the right
job will get a point and take the place of
the last chosen student.
 LANGUGE FOCUS 3
Presentat I. Pre - teach
ion Set the scene: Teacher
* Use Vietnamese to elicit the models: – Ss
1. I’ve ever been to Dalat  (finished)

(Toâi ñaõ töøng ñeán Ñaø Laït).
2. My parents have gone to Dalat for 3
days  (incomplete).
(Ba meï toâi ñi Ñaø Laït ñaõ 3 ngaøy
nay roài).
Concept check : present perfect
tense
Use : -finished action  indefinite
time
- Incomplete actions  for, since,
Whole
recently…
Form : have/has + past participle class
- Have Ss copy Individu
II. Grammar Drill al
- Ask Ss to look at the table on page 146,
real the sentences and check () the
correct columm.
Answer Key
Finish Incompl
ed action ete action
a. I’ve
been to

SaPa
highlands.
b. They
have lived
in Ca Mau 
for 10
years.
c. She
has finished

her
homework.
d. He 
has worked
with the
computer
since early
morning
e. We
have found
the troubles 
of the
printer.
f.
Someone
has 
unplugged
the printer.
g.
People have
received
information 
through the
internet
Individu
recently
al
* LANGUAGE FOCUS 4
Teacher
I. Revision.
- Put the chart on the hoard and ask Ss to
read the sentences.
- Ask Ss to decide which sentence is in the
present perfect and which is past simple.
1. Her family moved to Hanoi 2 years ago.
Practice 2. He has never met such an intelligent
boy before.
3. My brother has become more
independent since he left home.
4. When did the Second word war break
out?
- Call on Ss to give their answers.
Answer Key:
1.Past simple  finished action with Pair
definite time. work
2.Present perfect  an action (not) taking
place from the past to the present.
3.Has become: present perfect  (same Teacher
as number 2). -Ss
Left : past simple  finished action
with understood definite time.
4.past simple  (same as number 1)
II. Grammar Drill
- Ask Ss to complete the dialogues on
page 146 orally.
- Have some pairs to demonstrate the
dialogues for the class.
- Pronunciation correction.
Answer Key.
Ba : Have you seen the film Jurassic Park
yet? (see).
Nam : Yes, I have
Ba : When did you see it?
Productio Nam : I saw it three months ago.
n
Loan : We haven’t had a vacation since
last year. (not have).
Homewor Chi : Why not?
k
Loan: My parents have been very busy
since then (be).
Nga : Have you heard the news about
Nam? (hear) Group
Mai : No. What happened? (happen) of 4/5 Ss
Nga : He hed an accident. He was jogging. Teacher
(heve) - Ss
He suddenly fell and broke his leg.
(jall, berak)
Sung : Have the plane arrived yet?
Clerk : Yes, it has.
Sung : When did it arrive?
Clerk : It arrived at the airport two
hours ago.
III. Writing
- Ask Ss to write 4 sentences of their own
2 in the past simple and 2 in the present
perfect.
- Have some of them write their sentences
on the board for public check and give
them points of possible.
Do the exercises in the workbook,
page…
UNIT 16 : COMPUTERS (Period 99 – 103)
I. Aims
Helping students - to say what something was like
- to talk about processes
- to write about a process
II. Language Focus
1. Passive forms
2. Sequence markers
II. Vocabulary
Verbs Nouns
(to) crush conveyor – belt vat
(to) grind facsimile roller
(to) liquify hairdryer
(to) manufacture helicopter
(to) remove loudspeaker
(to) drain microwave
mold
process
pulp
reinforced concrete
toaster
wire
procedure
IV. Unit Allocation
Lesso Getting started Reading for details about
n1 Listen and Read 1, the development of paper
2 and the process of producing
chocolate.
Lesso Speak 1,2 Practice in talking about
n2 Language Focus the inventions using the
(page 156) passive.
Lesso Listen 1, 2 Listening to fill to fill in
n3 Read 1, 2 the gaps and order the
sentence.
Reading a poem for
information about inventions
Lesso Write 1, 2 Practice in using
n4 Language Focus 4 sequence markers.
Lesso Language Focus 1, Further practice in using
n5 2, 3 the passive.
Note : Period 104 : Revision
105 : The Second Semester Exam Test
UNIT 16 : INVENTIONS
Lesson 1 : Section - Getting started (page 147)

Period 99 : - Listen and Read 1,2 (page 147
-149)
Aim : Reading for details about the development of paper and

how to produce chocolate.
Objectives : Ss can know the origin of papar and talk about the
process of produce chocolate.
Objectives : Ss can know the origin of paper and talk about the
process of producing something.
Teaching aids : Cassette, pictures (147, 148), grid charts.
PROCEDURE
Stage Steps/ Activies Work
arrangement
Warm *QUIZ – WHO DID IT? Teamwo
up - Divide the class into 2 teams rk
- Tell Ss the team raising their hands
first (after the teacher finishes the
question) will have the right to answer the
question.
- Inform the questions:
“Who was the inventor of ……………?”
or “Who invented ……………?”
Suggestions :
1. Steam engine  Thomas Savery
built the first steam engine in 1698 and
later Watt improved it.
2. Light bulb  Humphry Davy, an
English scientist, in 1800.
3. Sewing machine  Isaac Meritt
Singer (1850).
4. Aqualung  Jacques – Yves Cousteau
Pre-
in 1943.
reading Individu
5. Tlephone  A. Graham Bell
al
* GETTING STARTED
- Get Ss to look at the pictures on page
147 and ask them some questions to
valuate how much they understand the
pictures.
Suggenstions:
- Where are they from? (picture a, b, c,
e) Pair
- What is the man in picture a) doing? work
- What is ir? (d)

- Ask Ss to read the sentences (AE)
and match them with the correct pictures.
Answer Key:
A. b)
Pre- B. c)
reading C. e)
D. a)
E. d) Teacher
* LISTEN AND READ 1,2 – Ss
I. Preteach Vocabulary
- Elicit words from ss
1. (to) remove
use a
2. (to) crush
flowchart and
3. (to) liquify Vietnamese to
4. (to) grind elicit words 1
 to grind – ground – ground
2 3 4
5. (to) manufacture = (to) produce
6. (a) process  manufacturing process
(Use the flowchart to explain the word)
7. (a) mold (realia/picture…)
8. conveyor belt (picture)
- Have Ss copy
Checking Technique: Slap the board Whole
- Put the English words all over the Class
board. Teamwo
- Call on 2 Ss or 2 teams of 4/5 ss in rk
both sides of the class to the fornt of the
class.
- Call out the Vietnamese words and Ss
run forward to slap the English words on
the board.
-Student who slaps the right word first
is the winner and gets a point for his/her
team.
While- Teacher
II. Open Prediction
reading - Set the scene:
Tim Jones, Hoa’s American penpal, is
visiting a chocolate factory with his class
and his teacher. Mrs. Allen. Now, guess who Individu
will show them around the factory and what al
they will learn from this visit.
-Write the Ss’ predictions on the board. Whole
III. Matching class
- Play the tape and ask ss to listen while
reading the dialogue on page 148. Individu
- Ask Ss to match the half sentences on
page 149. al Pair work
- Have ss compare their answer with their Teacher
pictures. –ss
- Call on Ss to give their answers for the
class.
- Give feedback and correct. Whole
- Get Ss to write the full sentences in their class
exercise notebooks.
Answer Key :
E a). The beans are cleaned before
being cooked.
D b). Mr. Roberts thought Tim and Sam
were going to touch the button.
Post-
reading C c). After cooking, the cocoa bean
smell like chocolate.
F d). Sugar in one of the ingredients in
chocolate.
B e). Mrs. Allen warned Sam to leave
some chocolate for others.
A f). A sample of chocolate is given
Whole
after visitors have toured the factory.
class
IV. Grid
- Put the grid on the ??oard and have Ss
Pair
copy.
- Ask Ss to read the dialogue again and fill work
in the grid.
CHOCOLATE MANUFACTURING
PROCESS
Answer Key:
Homewo 1. The beans are washed, weighed and
rk cookeo.
2. Then shells are removed.
3. The beans are crushed and liquefied.
4. Cocoa butter, sugar, vanilla and milk
are added.
5. The mixture is ground, rolled and Teacher
pound into the molds. –Ss
- Call on some pairs to go to the board to
write their answers.
Rewrite the grid using sequence
markers (First, next, then…, finally).
Lesson 2 : Section - Speak (page 149, 150)

Period 100 : - Language Focus (page
156)
Aim : Further practice in using the passive.

Objectives : Ss can talk about the inventions using the
passive
Teaching aids : tables
PROCEDURE
Stage Steps/ Activies arr
Warm –up “Bingo (revision)

- Get Ss to brainstorm a list of 10 words and write them on
the board.
(foreman, process, manufacture, remove, crush,
liquefy, grind, pour, mold, conveyor belt).
- Ask Ss to choose any 4 words and copy them into their
paper.
- Call out the words until someone has ticked all of his/her
words and shouts “bingo”.
* SPEAK 1,2
I.Pre-teach Vocabulary
- Have Ss study the meanings of the inven – tions using
Presentat Vietnamese.
ion 1.Facsimile
2.Reinforced concrete.
3.Microphone
4.X-ray
5.Loudspeaker
6.Helicopter
II. Grammar Awareness
- Ask Ss to read the dialogue on page 148 again and pick
out all of the passive sentences.
- Call on Ss to give their answer.
- Have Ss review the passive in the present and past
simple tenses.
Answer Key:
1.This is where the cocoa beans are stored (present
simple).
2.That button can not be touched (passive with model).
3.The beans are washed, weighed and cooked here.
4.After the shells are removed… into molds.
III. Word – Cue Drill
- Have Ss read the model dialogue on page 149.
- Let Ss know what they are going to do: Ask and answer
questions about the inventions to fill in the missing
information.
- Ask ps to look at the tables on page 150 and 156 and
model the exchanges, using a good student.
1. T : What was invented by Friedrich Koenig?
S : Printing Press
T : When was it invented?
Practice
S : Where was Koenig from?
T : He was from Germany.
8. S : What was invented by C.W.Rice in 1924?
T : Loudspeaker.
S : Where is C.W.Rice from?
T : The USA
- Have Ss work in pairs, one looks at the table on page
150 and the other page 156.
- Ask Ss to ask and answer the questions orally then fill in
the missing information.
- Monitor and help Ss if necessary.
- Call on some pairs to demonstrate the exchanges.
- Have Ss copy the complete table.
Answer Key :
INVENTIO DAT INVENTO NATIONALIT
N E R Y
Printing 1810 Friedrich German
Press Koenig
Bicycle 1816 Karl D. German
Sanerbron
n
Facsimile 1843 Alexander English
Bain
Sewing 1845 Elias American
machine Howe
Reinforced 1849 F.J.Monier French
concrete
Micropone 1878 D.E.Hughe American
s
X-ray 1895 Wilhelm German
Konarad
Loudspeak 1924 C.W.Rice American
er
Helicpter 1939 Igor American
Sikorsky
Color 1950 Peter Carl American
Television Goldmark
Optical 1955 Narinder german
fiber Kapany
Laser 1958 Gordon American
Gould
IV. Making reports
- Model and have Ss repeat
Eg : The printing Press was invented by Friedrich
Koenig in 1810.
- Ask Ss to use the complete table to report what they
have found.
Use the information in the table to write 12 complete
sentences in the…
Productio
n
Homewor
k
Lesson 3 : Section - Listen 1,2 (page 150,

151)
Period 101 : - Read 1,2 (page 151,
152)
Aim : Listening and reading for information about

papermaking & inventions
Objectives : Ss can fill in the gaps and order sentences 
from listening
Teaching aids : cassette, picture (p. 150), realia.
PROCEDURE
Work
nt
Warm * Guessing game :What invention? Individu
up - Ask Ss each think of an invention or al
write it down on a piece of paper.
- Call on 1 student to the front of the
class or ask the rest of the Ss ask him/her
yes/ no questions.
Eg : Are you thinking of ________?
- The chosen student can only answer
Yes or No.
* LISTEN 1,2
Pre-
Listening I. Preteach Vocabulary
Teacher
- Elicit words from Ss. –Ss
1. Procedure (n) (translation)
2. Pulp (nu) (question)
(What is used to make paper?)
3. Vat (n) (picture / drawing)
4. (to) drain (explanation)
(to make sth empty or dry by
removing all the liquid from it).
5. Roller (n) (picture)
6. Roll (m) (realia)
- Have Ss copy
Checking tachnique : What & Where
- Elicit words from ss and write them Whole
inside circles. class
not the circle.
- Continue until the circle is empty.
- Get Ss to repeat the rubbed out words
words, ask Ss (5/6 at a time) to come to
the blackboard to fill in the circles with
the right words.
Pr P V
ocedur ulp al
e
While – Dr R R Teacher
listening ain oller oll – Ss
II. Gap fill (Listen 1)
- Inform the topic: paper-making process.
- Have Ss read the sentences.
- Play the tape 2 or 3 times and ask Ss to
fill in the paps with the words they catch.
- Ask Ss to compare their answers with Teacher
their partners.
Whole
- Give feedback & correct. class
Answer Key: Individu
1. simple 3. two hundred 5. rollers al
2. same 4. left
Post
listening III. Ordering Prediction (Listen 2) Pair
- Ask Ss to read the sentences (a  g) work
carefully and guess the order.
- Write the Ss’ predictions on the board.
- Play the tape again & ask Ss to listen.
- Call on Ss to give their correction.
Answer key :
c. Paper pulp was placed in the vat.
d. Paper pulp was mixed with water.
Pair
a. The water was drained
work
e. The pulp fibers were poured out.
g. The pulp was conveyed under the
Teacher
rollers.
Pre – – Ss
* READ 1,2.
reading
I. Preteach vocabulary: Brainstorm
Micro
wave
Hou
sehold
applianc Teacher
es -Ss
- Elicit words from Ss or write them on the

board.
1.Microwave (n)
2.Vacuum (n)
3.Toaster (n)
- Have Ss copy. Teacher
- Ss
Checking technique :Bingo
- Get Ss to brainstorm a list of 10 new
words and write them on the board.
- Ask Ss to choose any 4/5 words and copy
them into their paper.
- Call out the words until someone has
ticked all of their words and shout
“Bingo” and wins.
Suggested words : microwave,
vacuum, hairdryer, dishwasher, telephone,
While – toaster, washing machine,…
reading II. Matching (Read 1)
- Get Ss to read the poem on page 151.
- Ask Ss some questions to help them
understand the reading more.
+ What’s the 1st verse about?
+ Is the 2nd verse about the Whole
appliances used in the kitchen? class
+ What are “doom, chugga-chug, Individu
vroom, boom”? al
- Have Ss match the headings to the
verses on page 152.
Answer Key:
- Verse 1 : b. Appliances that cook food
- Verse 2 : c. Appliances that clean or dry
things.
Post – - Verse 3 : a. Instrument invented by Individu
Alexander Graham Bell. al
reading III. Gap fill : (Read 2)
- Tell Ss to read the sentences carefully
and fill in the gaps with the inventions
taken from the poems.
- Have Ss compare their answers with
their from the poems.
- Have Ss compare their answers with
their partners.
- Call on ss to give their answer and
correct
Answer Key: Pair
1. Vacuum 2. Telephone work
Homewo 3. Washing machine 4. Microwave

rk 5. Hair dryer 6. Toaster Teacher
– Ss
page…
Pair
work
Teacher
- Ss
Lesson 4 : Section - Write 1,2 (page 152,

153)
Period 101 : - Language Focus 4 (page
155)
Aim : Further practice in using the sequence markers.

Objectives : Ss can use the sequence markers to describe a
manufacturing procedure.
Teaching aids : Pictures (p. 153) cardboards.
PROCEDURE
Work
nt
Warm * Jumbled words
– up - Put the cardboards with jumbles words Group
on the board. work of 4/5
- Inform the topic: words related to Ss
papermaking procedure.
1 Lppu =
.
2 Llreo =
. r
3 Moreve =
. r
4 Darni =
. ver
5 Berif =
. ver
- Ask each group to write their answer on
a piece of paper to hand in.
Teacher
Answer key :
Pre- – Ss
1. Pulp 3. remove 5. fibre
writing
2. roller 4. drain
* WRAITE 1
- Elicit words from ss
1. (a) log: (drawing / explanation)
(a thick piece of wood that is cut from a
tree)
2. (to) flatten
Whole
(to make sth become flat)
class
3. (to) refine (Translation)
4. Chemically (adv) (Translation)
(treated in a chemical process)
Whole
- Get Ss to copy
class
Checking technique : Rub out and
Remember
- Ask Ss to close their books
- Rub out the new English words (one at a
time), point to the Vietnamese words and ask
Ss “what’s this in English?”.
out, go through the Vietnamese list and get Whole
Ss to call out the English words. class
II. Gap fill
- Ask Ss to read the text on page 152 and fill
in the gaps with the right sequence
markers to describe the procedure of paper
– making.
- Ask Ss some question to check if they
understand the text.
+ What is cut into chips?
+ What are chips mixed with before
they are crushed to heavy pulp?
+ Why is the pulp passed through
rollers? Teacher
+ What is the last step in paper – -Ss
making?
- Call on some Ss to read the completed
sentences.
Answer key:
1. First 3. Next 5. Then
2. Then 4. After this 6. Pair
Finally word
* WRITE 2 :
III. Ordering Pictures
- Have Ss look at the picture on page 153 Teacher
- Ask Ss to think of the process of chocolate – – Ss
making and put the pictures in the correct Teacher
order.
- Ask Ss to listen to check if their answers are
correct or not.
- Read the statements aloud.
1. d. The fruit harvest is fermented for 3 to 9
days to kill the beans and turn them
brown.
2.a. The beans are dried in the sun
3.e. The beans are cleared in special
While
machines.
- writing
4.c. The beans are roasted to bring out the
chocolate flavor.
5.b. They are shelled and ground to produce
Teacher
chocolate liquor.
– Ss
6.f. The liquor is made into chocolate candy
or cocoa powder.
Anskwer key: 6-2-4-1-5-3 Individu
IV. Write al
- Ask Ss to rearrange the sentences on
page 153 according to the ordered pictures. Teacher
Post – - Call on Ss to give their answer. -Ss
writing Answer key:
1. d) 2. a) 3. e)
4. c) 5. b) 6. f)
- Have Ss use the sequence makers to Individu
link the sentences together in a paragraph. al
- Call on some Ss to read their writing for
the class
- Give feeback and correct. Teacher
- Have Ss copy. -Ss
V. Word cue dril (Language Focus 4) Whole
- Ask Ss to use the picture and the word class
cues on page 155 to write a description of Individu
how white rice is produced in the traditional al
way, using the sequence markers.
Home - Have Ss complete the sentences orally
-work first.
- Ask Ss to write the paragraph in their
exercise notebook.
- Monitor while Ss are writing and help if
necessary.
- Call on some Ss to read their writing
Answer key:
Teacher
First, the crop is harvested. Then the rice - Ss
plants are threshed (to separate the grains
form the straw). Next (After this), the rice
grains are husked in the mill to produce
brown rice. After this, the bran is removed in
the mortar and it is finally winnowed to
produce white rice.
Work book: Exercise ………….,
Page………….
Lesson 5 : Section - Language Focus 1, 2, 3 (page

154, 155)
Period 103 :
Aim : Further practice in using the passive.
Objectives : Ss can change active sentences into passive ones
and write WH questions in the passive.
Teaching aids : Cardboards
PROCEDURE
Work
nt
Warm – * Pelmanism
up - Inform the topic: Infinitive – Past Teamwo
participle. rk
- Divide the class into 2 teams
Infinitive Past participle
Write written
Draw Drawn
Sell Sold
Win Won
Run Run
* LANGUAGE FOCUS Teacher
Preteach Vocabulary –S
1. (to) run a business/company:
(translation)
(to be in charge of sth)
2. around the corner = very near
3. due to = because of
4. flood (n): (situation)
(There might be …. When it rains
heavily for days)
5. Zipper (realia)
6. xeropraphy
Checking Technique: Slap the class
board
- Put the Enghlish words all over the
board.
- Call on 2 Ss or 2 teams of 4/5 Ss in
both sides of the class to the front of the
class.
- Call out the Vietnamese translations
and Ss run forward to slap the English
words on the board.
- The student slapping the right word
first is the winner and gets one point for
his/her team.
Aro
R Z und the
un a ipper cor
busin Teachar
ner Fl
ess Xer D –Ss
ood
ography
ue
to how to change an
- Have Ss review
active Teacher – Ss sentence into a
passive one. Pair
Language Focus 1 : work
- Have Ss do exercise 1 on page 154
- Call on some ss to give their ansvers
orally for the class.
- Get some Ss to go to the board and
write the sentences.
Answer key :
a. The document was typed by (Mrs
Quyen)
b. The computer was repair (by
Mr.Nhan)
c. The picture was drawn (By Ba) Individu
d. The lights were turned off (by Hoa) al
e. The cake was baked (by Lan) Pair
Language Focus 2: work
- Have Ss do exercise 2
- Ask Ss to compare their answers.
Call on some Ss to give their answers
orally then ask them to go to the board
and write the sentences.
- Givi feedback and correct.
Answer key:
a. …was awarded…
b. … won…
c. … ran…
e. …was run…/ was sold…
f. …was closed (or closed)…
Language Focus 3:
- Have Ss do exercise 3.
- Go through the underlined words
with Ss before have them write questions.
Eg :
a. The zipper  what
b. Maize  what
in the 16th century  when... Teacher-
c. by Lewis Waterman  who in 1884 ss
 when.
d. in Hungary  where
e. in copying machines  in which
machine
Producti
on  Get some Ss to give their answers
in front of the class.
Answer key :
a. What was invented by W.L Judson
in 1893?
What was brought in to Viet Nam by
Phung Khac Khoan? When was maize Individu
brought into Viet Nam? a
c. Who invented the fountain pen?
When was the fountain pen invented?
d. Where was the ballpoint pen
invented?
Homewo e. In which machine is xerography
rk widely used? Transformation Drill
(Language Focus 3)
-Have Ss change the passive
sentences into the active ones.
-Call on some Ss to go to the board
and write their sentences.
-Give feedback and correct.
Answer key:
a. W.L Judson invented the zipper in
1893.
b. Phung Khac Khoan brought maize
into Vietnam in the 16th century.
c. Lewis Waterman invented the
fountain pen in 1884.
d. Brotthers Lazlo and George Biro
invented the ballpoint pen in Hungary in
1935.
e. People use xerography widely in
commerce and industry in copying
machines.
-Laguage Focus 1,2: Turn the
sentences into the active if possible.

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UNIT 1: MY FRIENDS

- Go on until all the words are rubbed out.

UNIT 2: MAKING ARRANGEMENTS

Lesson Listen and read 1 - 2 Reading the conversation about making

Lesson Write 1-2-3 Writing a message.

UNIT 2: MAKING ARRANGEMENTS

- Ask students to work with their partners to

UNIT 2: MAKING ARRANGEMENTS

conduc transm emigra

II. Pre - teach vocabulary

UNIT 2: MAKING ARRANGEMENTS

Lesson Listen and read 1-2 Reading the dialogue and

Lesson Language focus 3 Further practice in Reflexive

- Ask Ss to read the poster and check their

fix the TV set paint

Presentati - Set the scene: “You do your homework

My English Her grades / the washing

UNIT 4: OUR PAST

Lesson Listen and read Reading the dialogue about life of

Lesson Speak Practice speaking about the way

Lesson Language focus 1 -2 Revision and further practice in

UNIT 4: OUR PAST

1. Comprehension, Pair work

UNIT 4: OUR PAST

II. T / F statement predictions T-whole

UNIT 4 : OUR PAST

Pre- rode eat ate sit sat come Whole

UNIT 4: OUR PAST

Lesson Speak - listen Practice speaking and listening about

- Ask students to read the dialogue and Individual

UNIT 5: STUDY HABITS

- Call out a new word in Vietnamese and 2

Ways of learning words Ng Ho …

UNIT 5 : STUDY HABITS

UNIT 5: STUDY HABITS

UNIT 5: STUDY HABITS

UNIT 6: THE YOUNG PIONEERS CLUB

UNIT 6: THE YOUNG PIONEERS CLUB

UNIT 6: THE YOUNG PIONEERS CLUB

UNIT 6: THE YOUNG PIONEERS CLUB

UNIT 6: THE YOUNG PIONEERS CLUB

- Put the new words on the board.

Gues Answe Correction

IV. Fill In The Missing Dates

UNIT 6: THE YOUNG PIONEERS CLUB

UNIT 6: THE YOUNG PIONEERS CLUB

Lesson 1 Getting started Reading for specific information about places

Lesson 2 Speak Practice speaking about how to send 3 parcel

UNIT 7: MY NEIGHBOR HOOD

- Ask students to repeat the words

a. Na doesn’t know the 

(because it doesn't open during the

UNIT 8: COUNTRY LIFE AND CITY LIFE

Verbs Nouns Adjectives

Getting started Reading for details about the

UNIT 8: COUNTRY LIFE AND CITY LIFE

UNIT 8: COUNTRY LIFE AND CITY LIFE

UNIT 8: COUNTRY LIFE AND CITY LIFE

Stage Steps/Activities Work

UNIT 8: COUNTRY LIFE AND CJTY LIFE

UNIT 8: COUNTRY LIFE AND CITY LIFE

- Remind students of the forms of

- Ask students to write 5 sentences